<![CDATA[Curiosity is a fundamental character that drives student engagement in abstract physics learning. This study aims to compare students' curiosity between classes implementing Brain Based Learning with Role Playing strategy (BBL-RP) and Problem Based Learning (PBL) on Work and Energy topic. The study employed a quasi-experimental design with Nonequivalent Control Group Design. The sample consisted of 53 tenth-grade students at SMA Trinitas Bandung, with 26 students in the experimental class and 27 students in the control class. The instrument was an 8-item curiosity questionnaire adapted from the Curiosity and Exploration Inventory-II with two dimensions: Stretching and Embracing. Data were analyzed using Independent t-test and Cohen's d effect size. The results showed significant differences in total curiosity (t(51) = 2.066, p = 0.044) and Embracing dimension (t(51) = 2.335, p = 0.024) with moderate effect sizes (d = 0.57 and d = 0.64). However, the Stretching dimension showed no significant difference (t(51) = 1.179, p = 0.244) with a small effect size (d = 0.32). These findings indicate that BBL-RP is more effective in enhancing students' curiosity, particularly in the aspect of embracing challenges and uncertainty. Practically, physics teachers are advised to integrate role playing strategies in learning to optimize students' emotional and cognitive engagement.]]>
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