Abstract
Mathematical disposition is crucial in learning mathematics, reflecting students attitudes, perseverance, curiosity, and appreciation of mathematics. However, many students still perceive mathematics as uninteresting and lack confidence in solving mathematical problems. This study aimed to evaluate the potential of an RPG Maker–based game as a pedagogical tool to support students’ mathematical disposition in the topic of geometric transformation. This study employed a pre-experimental quantitative approach with a one-group pretest-posttest design, supplemented by a brief interview. The participants of this study were 21 male high school students from Bandung, West Java, Indonesia. Data were collected using a mathematical disposition questionnaire administered before and after the intervention, as well as through interviews with one teacher and one student. Quantitative data were analyzed using paired-samples t-test. The results revealed a significant improvement in students' mathematical disposition, with the average score increasing from moderate to high. The analysis confirmed a significant change in students’ mathematical disposition, presenting a large effect size based on Cohen's criteria. The interview findings supported these results, indicating increased student engagement, confidence, and persistence. These results suggest that RPG Maker–based games have strong potential as a pedagogical tool for enhancing students’ mathematical disposition.