This research explores the optimization of group work in the classroom through the implementation of game-based learning in the subject of Social Sciences and Natural Sciences (IPAS). The study employs a Classroom Action Research (CAR) method with two cycles, focusing on a class of 28 fifth-grade students. Data were collected through pretests and post-tests, alongside observational notes to assess the impact of game-based learning on student engagement and academic performance. The results indicate a significant improvement in student achievement and group dynamics. In the first cycle, the number of students reaching the minimum competency standard increased from 3 to 10, while the number of non-passing students decreased from 25 to 18. In the second cycle, with enhanced group learning strategies, the number of students achieving competency rose dramatically from 8 to 27, with only 1 student remaining below the standard. These findings suggest that integrating game-based learning with cooperative group work effectively enhances both academic results and collaborative skills among students.
Hidayah et al. (Mon,) studied this question.