Keywords:
behavioral engagement
emotional engagament
primary education
quasiexperimental design

  • Abstract

    This study investigated the effect of problem-based learning (PBL) on student engagement (SE) in elementary mathematics, with a focus on behavioral, emotional, and cognitive aspects. Employing a quasiexperimental pretest–posttest control group design, the research involved 128 fourth-grade students (aged 9–11) from two elementary schools in Salatiga, Indonesia. One experimental group (n = 63) was taught via the PBL model, whereas the control group (n = 65) received a conventional teaching approach (CTA) model. Student engagement was assessed via a validated 13-item scale across three dimensions. Paired-sample t tests demonstrated significant improvements in the PBL group: behavioral engagement increased from a mean of 10.25--11.68, emotional engagement from 13.89--16.43, cognitive engagement from 11.70--13.13, and overall SE from 34.11--41.24 (all p < 0.05). ANCOVA results, controlling for pretest scores, revealed significant effects of PBL on overall SE (F(1,125) = 100.703, p < 0.05, η² = 0.446) and emotional engagement (F(1,125) = 27.572, p < 0.05, η² = 0.181). However, cognitive engagement had a small effect size and was not statistically significant (η² = 0.012). These findings highlight that PBL effectively fosters behavioral and emotional engagement by encouraging active participation, enthusiasm, and collaboration, aligning with the benefits of student-centered pedagogy. Compared with CTA, which often emphasizes rote knowledge, PBL promotes deeper conceptual understanding and peer interaction, thereby enhancing motivation and classroom engagement. Theoretically, this study contributes to the growing evidence supporting PBL as a viable instructional strategy for improving engagement in mathematics education. Practically, it offers guidance for teachers and policymakers in designing more interactive and relevant learning environments.

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Anugraheni, I., Purnomo, Y. W., Ghufron, A., Suparyanto, T., & Pardamean, B. (2025). The effect of problem-based learning on student engagement in elementary mathematics learning. Multidisciplinary Reviews, 9(7), 2026310. https://doi.org/10.31893/multirev.2026310
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