Multidimensional Student Engagement in a Balinese Culture-Themed Mathematics Board Game
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Abstract
This study examines behavioral, emotional, and cognitive student engagement during fraction learning using a Balinese culture-themed mathematics board game. The game integrates Balinese cultural representations and contextualized fraction problems through task cards. A focused qualitative approach was employed involving 48 Grade V students from two elementary schools in Tabanan, Bali. Data were collected through classroom observations, field notes, initial and follow-up interviews, student practicality questionnaires, and post-game cultural reflection sheets. The findings indicate positive student perceptions of the game's attractiveness (95.00%), ease of use (90.00%), cultural involvement (88.00%), and perceived support for understanding fractions (87.00%). These results reflect students' perceptions rather than direct measurements of engagement. Observations, field notes, and interviews documented students' participation in game activities and peer interactions, as well as positive emotional responses. Cognitive engagement was examined through students' involvement in interpreting and solving fraction problems. Overall, the findings illustrate how cultural representations, contextualized mathematical tasks, and structured gameplay can provide opportunities for interconnected behavioral, emotional, and cognitive engagement in primary mathematics learning.
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