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Gamification is increasingly used in education to address low student motivation and passive participation. At SMP Kanisius Wonosari, a private junior high school in Gunung Kidul Regency, traditional book-based learning remains dominant, often limiting student engagement. This study investigated the impact of a point-based gamification system on student engagement—specifically behavioral, emotional, and cognitive dimensions—and academic performance. It also explored students’ perceptions of gamified learning and how it supports diverse learner needs.An explanatory sequential mixed-methods design was employed. Quantitative data were collected through closed-ended questionnaires and comparisons of student scores before and after the intervention. Qualitative data were gathered through classroom observations and semi-structured interviews. The study involved 36 seventh-grade students aged 12 to 14, most of whom came from lower- to lower-middle-class backgrounds and learned English as a foreign language. Grounded in B.F. Skinner’s behavioral theory, the gamification method used reinforcement via points to promote participation. Results showed that gamification significantly improved engagement and academic performance. Daily test scores increased from 66.7 to 86.6, and semester exam scores rose from 58.0 to 73.9. Students responded positively to the system, though concerns about fairness and classroom noise were noted.

academic performance; behaviorism; engagement; gamification; point system