ENGLISH:
This study investigated the implementation and effectiveness of the Baamboozle game as a digital learning medium for improving vocabulary achievement among elementary school students. A quantitative approach with a quasi-experimental design was employed, involving 49 fourth-grade students at SD IT Qur’ani Adh-Dhuhaa Pangkalpinang, divided into an experimental group (24 students) and a control group (25 students). Data were collected using 10 multiple-choice pre-tests and post-tests focusing on nouns and verbs, supplemented by systematic classroom observation and documentation. While the control group received conventional instruction, the experimental group was taught using team-based Baamboozle game activities. The statistical analysis processed via SPSS version 26 revealed a significant difference in post-test scores between both cohorts. Independent sample t-test results indicated a t-count of 5.691, which was considerably higher than the t-table value of 2.009 at a 5% significance level (α=0.05) with 44.711 degrees of freedom (p<.001). Consequently, the null hypothesis (H_0) was rejected, and the alternative hypothesis (H_1) was accepted. The paired-sample t-test further confirmed a higher vocabulary gain in the experimental group, showing a mean difference of -23.400 (p<.001) compared to -12.333 (p<.001) in the control class. Classroom observations corroborated these quantitative findings, demonstrating that the gamified intervention significantly reduced non-participation from 28% to 4% and increased full student cooperation to 52%. The study concludes that Baamboozle is an effective digital tool to enhance vocabulary retention, student engagement, and collaborative learning in elementary classrooms.