The Effect of The Role Playing Learning Model on The Social-Emotional Skills of Grade 5 Students In Social Studies Learning

Tiara Yogiarni; Sofyan Iskandar; Hisny Fajrussalam; Nurdiansyah; Eko Wahyunanto Prihono; Neneng Sri Wulan; Nenden permas Hikmatunisa

doi:10.55681/nusra.v7i3.6534

Authors

Tiara Yogiarni Universitas Pendidikan Indonesia
Sofyan Iskandar Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia
Hisny Fajrussalam Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia
Nurdiansyah Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia
Eko Wahyunanto Prihono 5Program Studi Pendidikan Agama Islam, IAIN Abdul Muthalib Sangadji Ambon, Indonesia
Neneng Sri Wulan Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia
Nenden permas Hikmatunisa Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i3.6534

Keywords:

Social-emotional skills, role playing, social studies, elementary school students, pre-experiment

Abstract

The development of the era marked by changes in social life has an impact on decreasing social sensitivity, including among elementary school students. This phenomenon presents challenges in education, especially in preparing students to meet the demands of 21st-century skills that emphasize cognitive abilities and social and emotional skills. This study aims to improve students' social-emotional skills by implementing a role-playing learning model in Social Studies (IPS) subjects for fifth-grade students and to see its effects. The research method used in this study uses a quantitative research method with an experimental research type and a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 20 fifth-grade students at a school in Purwakrta. Data collection techniques used in this study were observation and documentation methods. The results of the study obtained an average pre-test data of fifth-grade students' social-emotional skills with a percentage of 79.65 while the post-test with an average of 86.05. This is proven by the results of data analysis using the sign test formula, namely the significance level (α) ≥ p (probability) of (0.05 ≥ 0.00). This means that H0 is rejected and H1 is accepted. This means that there is an effect of the application of the role-playing learning model on the social-emotional skills of fifth-grade students in a school in Purwakarta. Thus, learning using the role-playing model can be a solution in improving social-emotional skills.

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