The Effect of Problem- Based Learning Supported by Math Playground on Third-Grade Students’ Learning Engagement

Abstract

The low level of student participation in third-grade mathematics at SDN 1 Pejambon underscores the urgent need to strengthen learning engagement, as active involvement is essential for fostering mathematical reasoning and sustaining student interest. This study sought to examine how the application of the Problem-Based Learning (PBL) model, assisted by the Math Playground platform, influences students’ engagement during learning activities. A quantitative approach with a pre-experimental one-group pretest-posttest design was applied, involving 20 third-grade students chosen through purposive sampling. Questionnaires and classroom observation sheets measuring cognitive, affective, and behavioral engagement served as the instruments for gathering data, which were subsequently examined using the Wilcoxon Signed-Rank Test and N-Gain test. Findings from the Wilcoxon signed-rank test revealed a Z-statistic of -3.854 with an Asymp. Sig. (2-tailed) value of p < 0.001, pointing to a statistically significant difference in students’ engagement prior to and following the intervention. Meanwhile, the N-Gain analysis produced an average score of 0.4998 (49.98%), placing it in the moderate range and suggesting that this instructional model holds reasonable efficacy in boosting student engagement. Overall, the empirical data revealed a substantial increase in participation, demonstrating that embedding digital game-based tools within a Problem-Based Learning framework significantly boosts elementary school students’ active engagement in mathematics instruction.