Keywords
productive engagement
partial engagement
counterproductive engagement
mathematics learning
How to Cite
Abstract
Student engagement is a crucial factor in determining the quality of mathematics learning processes and outcomes. However, previous research generally examines the behavioral, cognitive, and emotional dimensions separately, thus failing to provide a complete picture of student engagement patterns during learning. This study offers a novel approach in characterizing student engagement by integrating these three dimensions into a comprehensive engagement typology. This study employed a qualitative, exploratory, descriptive approach, with three students from MTs. Labbaika Samarinda selected purposively based on high, medium, and low mathematical abilities. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles et al. The results indicate that differences in individual characteristics result in variations in student engagement in mathematics learning, which can be classified into three typologies: productive engagement, partial engagement, and counterproductive engagement. These three typologies represent different combinations of behavioral, cognitive, and emotional aspects of students during learning. These results contribute to enriching the study of student engagement and provide a conceptual framework that can serve as a reference for teachers in designing more adaptive mathematics learning strategies tailored to the characteristics of student engagement.
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