<![CDATA[This study aims to analyze the effects of behavioral engagement, emotional engagement, and cognitive engagement on students’ adaptability in the learning community at SMP Negeri 1 Pangkalpinang. This study is grounded in the importance of student engagement in the learning process, not only in the form of physical participation but also in emotional and cognitive aspects that support students’ ability to adjust to academic demands, classroom rules, social interactions, and the dynamics of the learning community. This study employed a quantitative approach with a non-experimental causal-associative research design. The population of this study consisted of all students of SMP Negeri 1 Pangkalpinang in the 2025/2026 academic year, totaling 1,029 students. The sample consisted of 288 students, determined using the Slovin formula with a 5% margin of error. The sampling technique used was proportionate stratified random sampling. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression after the prerequisite analysis tests had been conducted. The results showed that behavioral engagement had a positive effect on students’ adaptability. Emotional engagement also had a positive effect on students’ adaptability. Similarly, cognitive engagement had a positive effect on students’ adaptability in the learning community. Simultaneously, behavioral, emotional, and cognitive engagement had a positive effect on students’ adaptability, with an R Square value of 0.182. This indicates that the three variables were able to explain 18.2% of students’ adaptability, while the remaining 81.8% was influenced by other factors outside the research model. Therefore, student engagement is one of the important factors in improving students’ adaptability in the learning community at school.]]>
