Wikan Budi Utami, Punaji Setyosari, Cholis Sa’dijah, Henry Praherdhiono
Introduction. Student engagement in mathematics learning is a form of active student participation in mathematics learning, both learning activities in mathematics class and outside mathematics class. Several studies state that student engagement consists of cognitive, behavioural, emotional, and contextual aspects. Therefore, analyzing the four factors related to student engagement is necessary. In addition, an instrument that comes from the four dimensions is needed to measure student engagement. This needs to be done because there has not been much research that focuses on the development of Student Engagement instruments derived from 4 dimensions. For this reason, student engagement is very important so that the learning process can be achieved. This study aims to confirm student engagement comes from four domains: cognitive engagement, behavioural engagement, emotional engagement, and contextual engagement in mathematics learning. Study participants and methods. This research is a quantitative study involving 375 of 10th in senior high school students in the city of Malang in Indonesia. They were selected of purposive sampling. The instrument used is the Student Engagement questionnaire, which consists of four indicators: cognitive engagement, behavioural engagement, emotional engagement, and construct engagement. Data analysis used Confirmatory Factor Analysis assisted by the Smart Partial Least Square version 3.0. Results. The research results show that student engagement is reflected by four forming dimensions: cognitive, behavioural, emotional, and contextual. A total of 12 items out of 16 items prepared have been constructed in student involvement and declared valid. This result was obtained from the loading factor of 2 items in the cognitive aspect, obtained at more than 0.700 with an average variance extracted of 0.649 > 0.500; the loading factor of the three items in the behavioural aspect was obtained at more than 0.700 with an average variance extracted of 0.761 > 0.500; the loading factor of the three items on the emotional aspect was obtained at more than 0.700 with an average variance extracted of 0.599 > 0.500; and the loading factor of the four items in the contextual aspect was obtained at more than 0.700 with an average variance extracted of 0.666 > 0.500. In addition, a reliability index of 0.878 was also obtained for 12 items that were declared valid. The findings of this study include obtaining a student engagement in mathematics learning questionnaire consisting of 12 items from 4 dimensions: cognitive, behavioural, emotional, and contextual. Conclusion. Student engagement is one of the essential aspects of mathematics learning, and it has an abstract nature. Engaged students will have a sense of joy (vigour) in learning at school, in groups, or independently at home. The results of this study showed that student engagement was confirmed to come from cognitive, behavioural, emotional, and contextual aspects. For this reason, the student engagement instrument obtained in this study can be used to reveal the characteristics of engaged students. The study results obtained that from 12 valid items, a loading factor of more than 0.5 was obtained for each aspect and a reliability index of 0.878. © Wikan Budi Utami, Punaji Setyosari, Cholis Sa’dijah, Henry Praherdhiono, 2025.
Department Educational Technologies, Universitas Negeri Malang, East Java, Indonesia; Department of Educational Technology, Universitas Negeri Malang, East Java, Indonesia; Department of Mathematics Education, Universitas Negeri Malang, East Java, Indonesia; Department of Educational Technology, Universitas Negeri Malang, East Java, Indonesia
