Sri Suryanti, Dwi Juniati, Nia Wahyu Damayanti
One of the biggest challenges in learning Abstract Algebra lies in the low level of student engagement caused by its high abstraction and lack of real-life context. This study aims to assess the effectiveness of contextual tasks in fostering students' cognitive, affective, and behavioral engagement, and its impact on academic performance. Through a qualitative case study approach with 35 students, the data were collected through observation, reflective journals, interviews, and pre-/post-tests. Thematic analysis demonstrated a substantial improvement in students' emotive and reflective engagement, as well as a critical reflection in learning abstract algebra. Students revealed their learning improvement in task focus, engagement, and a variety of problem-solving strategies, with an average increase of 27.3%. Additionally, students contended that context-based exercises enhanced their motivation, significance, and real learning experience. The findings validated that a context-based learning strategy effectively enhanced students’ engagement and achievement in learning abstract algebra. © 2026, City University of New York. All rights reserved.
Mathematics Education Department, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia; Mathematics Department, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia
