KnE Social Sciences

Published date: Oct 13 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference of Psychology 2025 (IcoPsy 2025)

Pages: 353 - 364

DOI: 10.18502/kss.v10i25.19914

Muhamad Yudha NugrahaDepartment of Psychology, Universitas Negeri Malang, Malang

Lola Zein OktarinaDepartment of Psychology, Universitas Negeri Malang, Malang

Muhammad Fahreza Amri HaqiDepartment of Psychology, Universitas Negeri Malang, Malang

Feizati NikmaDepartment of Psychology, Universitas Negeri Malang, Malang

Yaumul Rahmiyaumulrahmi.fpsi@um.ac.idDepartment of Psychology, Universitas Negeri Malang, Malang

This study examines the icebreaker method’s influence on student engagement in learning English at MTSS Walisongo Bantur. An experimental method with a control group design between pre-test and post-test subjects was used to measure differences in student engagement levels before and after freeze-breaking treatment. The participants of this study were students in grades VII, VIII A, VIII B, and IX who were selected based on low commitment to English language learning. The results of the analysis using independent sample t-tests showed that after treatment, there was a significant difference between the experimental group and the control group (p = 0.047), indicating that the ice-breaking method was effective in increasing students’ academic engagement. This significant increase is due to several factors, including interaction with peers, increased concentration, and a more enjoyable learning atmosphere. This study concludes that the application of ice-breaking methods can be an effective alternative to increase student motivation and involvement in learning. Therefore, this method is recommended to be applied in learning in other schools to improve the quality of learning and student engagement.

Keywords: academic engagement, ice breaking, learning method

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