<![CDATA[Electroencephalography (EEG) has emerged as a non-invasive and objective technique for monitoring brain activity in real time, widely applied to measure cognitive states such as concentration and alertness. Its ability to capture brain responses during learning processes makes EEG a promising tool to evaluate student engagement more accurately than conventional methods. This study investigates the effectiveness of two active learning methods, Project-Based Learning (PjBL) and Problem-Based Learning (PBL), in the context of English tutoring for elementary students using EEG signals as a cognitive indicator. A total of 20 students aged 8–12 years from ThinkerBee Learning Centre Bali participated in the study. EEG data were recorded using the Muse 2 Headband while students completed test-based tasks designed for each learning method. The EEG signals were preprocessed using bandpass filtering, Continuous Wavelet Transform (CWT), and frequency band decomposition. Concentration scores were then calculated using two approaches: a heuristic method based on the Beta/(Theta + Alpha) ratio and a Long Short-Term Memory (LSTM) model. The heuristic method produced average scores of 0.3991 (PjBL) and 0.3822 (PBL), with a 4.42% difference, while the LSTM model showed a more substantial difference, with scores of 0.5454 (PjBL) and 0.4265 (PBL). A Spearman correlation test between EEG-derived scores and students’ academic results yielded a perfect correlation value of 1.0000, indicating a strong relationship between cognitive engagement and learning outcomes. These results demonstrate the potential of EEG as a reliable tool for objectively assessing learning effectiveness in primary education contexts.]]>
