<![CDATA[Meaningful and enjoyable learning experiences are important for fostering student engagement and learning outcomes, particularly in Economics learning, where students need to understand concepts and relate them to everyday economic phenomena. This study examined the implementation of Joyful Learning and its contribution to student engagement and learning outcomes in Economics learning. A qualitative descriptive approach was employed with an Economics teacher and Grade XI students at SMK Raudlatul Ulum Ledokombo Jember. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing, with triangulation used to strengthen data credibility. The findings show that Joyful Learning created a more active, interactive, and student-centered learning process through educational games, question-and-answer activities, discussions, and other enjoyable learning activities. Students demonstrated greater enthusiasm, motivation, participation, confidence in expressing ideas, learning comfort, and ability to recall and understand Economics materials. These changes were also associated with improved learning outcomes as reflected in students’ engagement, understanding, and learning behavior. The findings suggest that Joyful Learning can support Economics learning by integrating cognitive, affective, and social dimensions within meaningful classroom experiences. The study highlights its relevance as an alternative approach for creating engaging and student-centered Economics learning in secondary vocational education.]]>
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