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The aim of this research is to determine the influence of the Games Based Learning Model on the Learning Activeness of Class The research method used is a quantitative method with a descriptive inferential type. The population was 182 students of Class Data was collected using a closed questionnaire with 14 items for variable Y and 18 items for variable 2025 is shown through: 1) Test analysis requirements: a) positive relationship test obtained rxy = 0,308 > rtabel(α=0,05; IK=95%; n=49) = 0,281.  b) a significant relationship test is obtained from the value thitung = 2,222 > ttabel = 2,021. 2) influence test: a) regression equation test, obtained the regression equation Ŷ  = 42,221  (α) + 0,365 (X).  b) regression coefficient of determination test (r2) = 9,5%. 3hypothesis testing using Fhitung  > Ftabel=(α=0,05,dk pembilang n-1=48, dk penyebut=n-2=49-2=47) yaitu 4,938 > 1,620.Thus H0 is stating there is no influence is rejected and Ha which states there is an influence is accepted.  

Student learning engagement plays a crucial role in character development, especially at the elementary school level. To foster a positive learning environment and encourage active participation, active learning approaches based on games are considered effective. This study aims to analyze the relationship between the active learning model using word-building games and the learning engagement of third-grade students at SDN 3 Jepang, Kudus Regency. The research was motivated by the low level of student participation, which is still dominated by conventional teaching methods. A correlational quantitative approach was used, with a population consisting of all 20 third-grade students, who were also taken as the sample through total sampling technique. Data were collected using a questionnaire to measure learning engagement and observation of the implementation of the word-building game model. The Shapiro-Wilk test was used for normality testing, and since one of the variables was not normally distributed, the data were analyzed using the Spearman correlation test. The results showed a correlation coefficient of r = -0.097 with a significance value of 0.686 (> 0.05), indicating no significant relationship between the word-building game model and student engagement. Other factors such as individual learning styles or classroom atmosphere may influence student engagement. Nonetheless, this model still holds potential and should be further developed to align with elementary students' characteristics.

This study aims to improve the learning motivation of fourth-grade students of SDN 3 Jambu in Javanese language subjects, especially in Javanese script material, through the implementation of the Teams Games Tournament (TGT) learning model combined with the use of flash cards. The background of this study is the low learning motivation of students as seen from the lack of active participation, low enthusiasm during learning, and lack of interest in the Javanese script material. These conditions have an impact on the achievement of unsatisfactory learning outcomes and an unpleasant learning atmosphere. This type of research is Classroom Action Research (CAR) which is conducted in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The subjects of the study were 20 fourth-grade students. Data collection techniques were carried out using observations of student activities, interviews with teachers and students, documentation of learning activities, and evaluation tests to measure learning outcomes at the end of each cycle. Data analysis was carried out descriptively qualitatively and quantitatively. The results of the study showed a significant increase in student learning motivation after the implementation of the TGT learning model assisted by flash cards. This can be seen from the increasing activeness of students in groups, their enthusiasm in participating in educational games, and the results of learning evaluations that show a positive trend from cycle I to cycle II. The TGT model, which is based on cooperation and healthy competition, creates a more lively and enjoyable learning atmosphere and stimulates active student involvement. Thus, it can be concluded that the implementation of the Teams Games Tournament learning model supported by flashcard media is effective in increasing student motivation and learning outcomes in the Javanese Language subject, Javanese Script material.