<![CDATA[Limited student participation in Economics classes is associated with teacher-centered instructional practices and the suboptimal use of interactive learning media. To address this issue, learning activities need to adopt approaches that provide students with greater opportunities to participate actively in the learning process. This study investigates the effect of Problem-Based Learning integrated with Trello on the participation of Grade X students at SMA Baiturrahmah Padang. A quantitative quasi-experimental method with a pre-observation post-observation control group design was employed. The experimental class was taught using Problem-Based Learning supported by Trello, while the control class was taught using Problem-Based Learning supported by PowerPoint. Data on student participation were collected using observation sheets and analyzed through normality and homogeneity tests, followed by an independent-samples t-test. The results showed that student participation in the experimental class was higher than that in the control class. Furthermore, the independent-samples t-test yielded a two-tailed significance value of less than 0.001 (p < 0.05), indicating a statistically significant effect of Trello-assisted Problem-Based Learning on student participation. These findings suggest that integrating Trello into Problem-Based Learning can be an effective approach to improving Economics instruction by promoting student interaction, collaboration, and active participation.]]>
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