Jurnal Riset Pendidikan (JRP)

Volume 1 (1) 1 – 00 Juli 2022

ISSN: 0000-0000 (Print) / ISSN: 0000-0000 (Online)
Doi: 00000/
The article is published with Open Access at: http://e-journal.unipma.ac.id/index.php/JRP

The application of the role-playing method to improve the

learning outcomes of grade v students in the material of
indonesian economic activities at sdn wonoayu, pilangkenceng
sub-district
Putri Sari Anggraeni (Universitas PGRI Madiun)
Corresponding author: putsari14@gmail.com

Abstract: This study aims to determine the application of the Role Playing method as a means
of improving the learning outcomes of grade V students on the material of Indonesian
Economic Activities at SDN Wonoayu, Pilangkenceng District, Madiun Regency. The research
was conducted in the second semester of SDN Wonoayu Class V with a total of 21 students.
This research is a Classroom Action Research (CAR) with a cycle model that is carried out
continuously. This research was conducted with the stages of planning, action, observation, and
reflection. Data collection methods used tests, observation, documentation, and interviews. The
results showed that student learning outcomes improved by applying the Role Playing method.
The class average score has increased, namely in cycle I the average score of 70.95 increased in
cycle II to 77.9. The percentage of student learning completeness in cycle I of 71.43% increased
in cycle II which was 95.24%, the teacher carried out learning activities according to the time
and learning process that had been determined.
Keywords: Learning outcomes, Indonesian Economic Activities, Role Playing Method,
Classroom Action Research

Received ; Accepted ; Published

Citation: Author, A. (2022). Judul artikel. Jurnal Riset Pendidikan (JRP), 1(1), 1 – 00.
Doi.org/000000/pe.v10i1.xxxx

Published by Universitas PGRI Madiun. This work is licensed under a Creative Commons Attribution 4.0 International
License.
INTRODUCTION
The technological advancements of today require advanced and
qualified resources. Improving the quality of human resources is crucial for
development. Education plays a crucial role in achieving this improvement.
Education and development are closely related, and education should
continuously advance the development of the nation. Development indicators
can be used to measure the success of the education system. Education is a
process of developing abilities to prepare for changes in environmental
conditions. According to Triwiyanto (2014: 113), education is a learning plan
that helps students actively develop their potential, including religion, self-
control, intelligence, personality, morals, and skills necessary for themselves,
society, nation, and state. Education also helps reduce backwardness and
ignorance, as knowledge and skills can aid in overcoming problems.
Education plays a role in shaping humans according to their abilities. In
addition, education can also educate the nation's life. Because education is an
important role in efforts to advance students through learning activities,
guidance, and direction carried out both at school and outside school as a
provision in the future by the objectives of national education. According to
Triwiyanto, T. (2014: 115), the purpose of national education is to develop the
potential of students to become humans who: (1) have faith and devotion to
God Almighty, (2) are noble, knowledgeable, capable, healthy, creative,
independent, and (3) become democratic and responsible citizens.
According to Ahmadi, R. (2016: 49) the purpose of education in general is
to develop all the potential possessed so that humans can carry out their duties
and obligations for present and future happiness. This means that without
education, humans will have difficulty in solving life problems or carrying out
tasks in daily life. One of the important roles in the success of education is the
process of teaching and learning.
Good learning implementation is strongly influenced by careful learning
planning. Learning is an interactive activity between teachers and students in
the teaching and learning process. Teaching activities carried out by teachers
greatly affect student learning activities. Therefore, teachers are an important
component influencing the success of learning. Professional teachers are
teachers who can carry out the rights and obligations of teachers with all high
abilities as a source of life. An effective teacher is a teacher who can master
good teaching materials and techniques. Effective teachers must have a mature
learning strategy in the form of materials, methods, media, learning design,
implementation of goals, and good classroom management. Teachers must also
know how to motivate and communicate effectively with culturally different
students.

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 To achieve the learning objectives applied, the teacher chooses one or
several methods for the desired objectives. The selection of learning methods is
the initial planning in determining and designing the learning process that will
be implemented. Thus the selection of appropriate learning methods will
determine student learning outcomes. In determining learning methods,
teachers must understand the nature of the subject matter to be taught.
Learning needs to be packaged as interesting and fun as possible. So that it can
arouse high curiosity in students and the desire to learn. Teachers must also be
able to provide students with an understanding of the learning methods
provided and also provoke students' thinking skills.
One of the learning methods that teachers can apply is the Role Playing
method. The Role-Playing method is a learning method that makes students
active, fun, and independent and forms good cooperation between students and
students and teachers with students. The Role-Playing method can help
students find and understand difficult concepts or materials by discussing them
with other students. In addition, using the Role Playing method will give birth
to group cooperation and activeness which is of great benefit to students in
forming an atmosphere of togetherness in classroom learning.
In line with Bredecamp and Copple (in Madyawati, L. 2016: 150), the
Role Playing method can develop children's cognitive, emotional, and social
skills. The Role-Playing method can train students' language development.
They discuss with each other, express opinions and negotiate to find solutions
to problems together. Role Playing or role-playing occurs in an artificial
situation or is called a simulation. In learning activities, role-playing activities
will be very popular because since childhood children or students have liked to
play roles. So that in learning activities, role-playing is considered a fun thing.
Thus, using the Role Playing method will be effective in creating an applicable,
collaborative, and fun learning atmosphere in the classroom.
Social Studies education aims to develop students' social skills in
everyday life because basically, humans are social creatures, meaning that they
cannot live alone. Based on the purpose of learning social studies, it takes a
pattern or method of learning is appropriate to achieve these goals. Teachers are
required to have the ability and skills in using learning methods, to make
students active and interested in learning social studies. But in reality, teachers
learning today still use conventional methods. So that only makes the teacher
the center of learning and results in less active students. Especially in learning
Social Studies (IPS) students tend to be passive, summarize, and only listen to
lectures from teachers or teacher-centered learning. Such learning will make
students discouraged and unmotivated in learning about Social Studies. The
lecture method lacks understanding, discovery, and application of concepts or
learning materials so students will find it difficult to apply the results to their
social lives. Achieving social studies learning objectives is not easy, because of

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the many contents contained in social studies lessons. Through the Role-Playing
method, students are also educated to be communicative, creative, and hard
work. In this case, through the Role Playing method of Economic Activity
material in Indonesia in social studies subjects. In the material students are
trained to recognize, understand and understand the economic activities that
take place in everyday life.
Based on the results of observations with the fifth-grade teacher of SDN
Wonoayu, proves that the teacher has never used the Role Playing method in
social studies learning, especially the material on Indonesian Economic
Activities. So researchers are interested in conducting research by applying the
Role Playing method. While in the research that has been done by Arleni
Tarigan with the title Application of Role Playing learning model to improve
social studies learning outcomes of third-grade students of SD Negeri 013
Lubuk Kembang Sari Ukui District. The results of the study state that the
application of the Role Playing method can improve the social studies learning
outcomes of grade V B students of SD Negeri 101 Payung Sekaki Pekanbaru.
The increase in student learning outcomes on the basic score of the average
student score of 66.84, with classical completeness of 39.5% (not complete)
increased in cycle I by 23.6% with an average score of 82.63 on classical
completeness of 81.6% (complete), then increased again in cycle II by 32.7%
with an average score of 88.68% on classical completeness of 92.1% (complete).
So each cycle successfully experienced an increase in learning outcomes.
Based on the explanation presented, the purpose of this study is to apply
the Role Playing method to improve the learning outcomes of fifth-grade
students on the material of Indonesian economic activities at SDN Wonoayu,
Pilangkenceng District.

METHOD
This research was conducted using a qualitative approach because this
research is descriptive and naturalistic. This type of research is Classroom
Action Research conducted on grade V students of SDN Wonoayu,
Pilangkenceng Subdistrict The subjects in this study were one grade V teacher
and 21 grade V students of SDN Wonoayu.
The data collection techniques used were: (1) test, (2) interview, (3)
observation, and (4) documentation. Data analysis was carried out
quantitatively, namely, all the data obtained was realized in the form of
numbers to know the improvement of student learning outcomes from each
action given by the teacher, while qualitative data analysis was used to
determine the improvement of the learning process, especially the actions taken
by the teacher. At the end of each cycle I and cycle II, the average value is
calculated to determine the completeness of learning outcomes. The formula for

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knowing the completeness of learning outcomes is as follows (Indrawati, 2013:
17).

RESULT AND DISCUSSION

This class action research consists of 2 cycles. This chapter presents the
results of classroom action research obtained from cycle I and cycle II research.
During the implementation of learning in each cycle, the researcher worked
closely with the fifth-grade teacher. The results of the study are in the form of
quantitative data and qualitative data.
Based on the initial observations made by the researcher to find out the
students' scores before the action was taken, the results showed that most of the
fifth-grade students' scores still did not meet the KKM, or 75% of the students
had not reached the score of 70. The following is a table of student learning
outcomes before action.

Table 1. Student Prestest Results

No Name Value Description
1. Aldryan Ega Ananta 65 Not Completed
2. Alfian Armin Al Busthomy 60 Not Completed
3. Ardhi Anggara Putra 55 Not Completed
4. Azaza Ramadita Pramana Putra 75 Completed
5. Dian Cahaya 70 Completed
6. Dwiki Firmanto 50 Not Completed
7. Fitria Ayu Merdiana Putri R 80 Completed
8. Galang Satriyo Wibowo 55 Not Completed
9. Ika Arifatul Listiana 65 Not Completed
10. Kalfana Kamaliya Rodhiya 70 Completed
11. Karina Chasna’afifah 70 Completed
12. Khakuma Saqifa 55 Not Completed
13. Loudri Abifergusson 70 Completed
14. Muhammad Nahrowi 65 Not Completed
15. Muhammad Raihan Dino Akbar 75 Completed
16. Naysella Dwi Pancawati 65 Not Completed
17. Nugrahening Mustika Ayu W 75 Completed
18. Raffi Ahmad Fatchurozi 75 Completed
19. Rafi Ardiansyah 65 Not Completed
20. Surya Setyo Tri Pamungkas 60 Not Completed
21. Syaifu Ma’rif 65 Not Completed
Average value = = 65,95
Percentage of Learning Completeness x 100% = x 100% = 42,85%

5
 Based on this table, it can be seen that student learning outcomes are still
low. The average student score is only 65.95. In addition, there are still many
students who have not met the KKM of 70. Of the 21 students, only 9 students,
or 42.85% have met the KKM, while 12 students still have not met the KKM.
The implementation of actions in cycle I consisted of three stages of
activities, namely initial activities, core activities, and final activities.
Time : May 14, 2019
Place : Class V of SDN Wonoayu
Number of students : 21 students
Time allocation : 2 x 35 minutes
After implementing learning with Role Playing, at the end of learning
cycle I, the teacher gave a learning outcome test I which was carried out
individually and was closed book. The questions were in the form of multiple-
choice type objective tests. After carrying out the student learning outcomes
test, it can be seen that the results are quite satisfactory. The list of student
learning outcomes test scores in cycle I am as follows:

Table 2. Student Learning Outcome Test Results Cycle I

No Name Value Description
1. Aldryan Ega Ananta 70 Completed
2. Alfian Armin Al Busthomy 65 Not Completed
3. Ardhi Anggara Putra 60 Not Completed
4. Azaza Ramadita Pramana Putra 80 Completed
5. Dian Cahaya 75 Completed
6. Dwiki Firmanto 55 Not Completed
7. Fitria Ayu Merdiana Putri R 85 Completed
8. Galang Satriyo Wibowo 60 Not Completed
9. Ika Arifatul Listiana 70 Completed
10. Kalfana Kamaliya Rodhiya 75 Completed
11. Karina Chasna’afifah 75 Completed
12. Khakuma Saqifa 60 Not Completed
13. Loudri Abifergusson 75 Completed
14. Muhammad Nahrowi 70 Completed
15. Muhammad Raihan Dino Akbar 80 Completed
16. Naysella Dwi Pancawati 70 Completed
17. Nugrahening Mustika Ayu W 80 Completed

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 18. Raffi Ahmad Fatchurozi 80 Completed
19. Rafi Ardiansyah 70 Completed
20. Surya Setyo Tri Pamungkas 65 Not Completed
21. Syaifu Ma’rif 70 Completed
Average value = = 70,95
Percentage of Learning Completeness x 100% = x 100% = 71,43%

Based on the table, it can be seen that students' learning outcomes have
improved compared to the initial conditions during the pretest. The average
student score increased from 65.95 to 70.95. However, the learning outcomes of
some students are still incomplete. Of the 21 students, there are 6 students, or
28.6% of students whose scores still do not meet the KKM.
The implementation of actions in cycle II also consisted of three stages of
activities, namely initial activities, core activities, and final activities.
Time : May 21, 2019
Place : Class V of SDN Wonoayu
Number of students : 21 students
Time allocation : 2 x 35 minutes
After implementing learning with Role Playing, at the end of learning
cycle II, the teacher gave a learning outcome test II which was carried out
individually and was closed book. The questions were in the form of multiple-
choice type objective tests. After carrying out the student learning outcomes
test, it can be seen that the results are quite satisfactory. The list of student
learning outcomes test scores in cycle II is as follows:

Table 3. Cycle II Student Learning Outcome Test Results

No Name Value Description
1. Aldryan Ega Ananta 75 Completed
2. Alfian Armin Al Busthomy 70 Completed
3. Ardhi Anggara Putra 70 Completed
4. Azaza Ramadita Pramana Putra 85 Completed
5. Dian Cahaya 80 Completed
6. Dwiki Firmanto 65 Not Completed
7. Fitria Ayu Merdiana Putri R 90 Completed
8. Galang Satriyo Wibowo 70 Completed
9. Ika Arifatul Listiana 75 Completed
10. Kalfana Kamaliya Rodhiya 80 Completed
11. Karina Chasna’afifah 80 Completed
12. Khakuma Saqifa 70 Completed
13. Loudri Abifergusson 75 Completed

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 14. Muhammad Nahrowi 75 Completed
15. Muhammad Raihan Dino Akbar 85 Completed
16. Naysella Dwi Pancawati 85 Completed
17. Nugrahening Mustika Ayu W 85 Completed
18. Raffi Ahmad Fatchurozi 85 Completed
19. Rafi Ardiansyah 75 Completed
20. Surya Setyo Tri Pamungkas 85 Completed
21. Syaifu Ma’rif 75 Completed
Average value = = 77,9
Percentage of Learning Completeness x 100% = x 100% = 95,24%

Based on this table, it can be seen that students' learning outcomes have
improved compared to cycle I. The average student score increased to 77.9.
However, there is one student who is still not complete, with a score of 65,
which is below the KKM. So for improvement steps, the teacher will provide
additional assistance to these students.
The following is a graph of the improvement in student learning
outcomes seen from the increase in average scores and the increase in the
percentage of completeness of learning outcomes in cycle I and cycle II:

Picture 1. Improvement of Student Learning Outcomes in Pretest, Cycle I, and

Cycle II

Based on this figure, the class average value has increased, namely, in the
initial condition the pretest was only 65.95, increased in cycle I to 70.95, and
increased again in cycle II to 77.9. The increase in average scores shows that
student learning scores have increased. In addition, the increase in student
grades also had a positive impact on increasing the number of students who
completed learning. The increase in classical learning completeness can be seen
from the increase in the percentage of students who have completed it. The

8
percentage of students' learning completeness in the initial condition of the
pretest was only 42.85%, increased in cycle I to 71.43%, and increased again in
cycle II to 95.24%. Thus, the completeness of learning outcomes classically has
been successfully achieved according to the initial target of 75% of students
scoring more than the KKM.
Based on the results of interviews with fifth-grade teachers, before
applying the Role Playing method, students were less active and less
enthusiastic about social studies learning. In learning social studies teachers still
use the method of lecture and memorization of material, while social studies
material is quite a lot to memorize makes students easily bored in learning and
sometimes even forget the material. Lack of student activity also in learning
social studies so that the level of student understanding of the material is less.
Based on interviews, the fifth-grade teacher also said that some students' social
studies scores were still low below the Minimum Completion Criteria (KKM) of
70. Based on the pretest results show that the value of student learning
outcomes is 65.95 and still below the KKM.
Based on these conditions, researchers collaborated with teachers to
apply the Role Playing method to the material of Indonesian Economic
Activities in social studies subjects. material.
Based on the results of observations and evaluation of learning outcomes
that have been done by students, there is an increase in student learning
activities and an increase in student learning outcomes during the cycle I and
cycle II. The class average value has increased, namely, in the initial condition
the pretest was only 65.95, increased in cycle I to 70.95, and increased again in
cycle II to 77.9. The increase in average scores shows that student learning
scores have increased. In addition, the increase in student grades also had a
positive impact on increasing the number of students who completed learning.
The increase in classical learning completeness can be seen from the increase in
the percentage of students who have completed it. The percentage of students'
learning completeness in the initial condition of the pretest was only 42.85%,
increased in cycle I to 71.43%, and increased again in cycle II to 95.24%.
Student learning activities have increased because students feel
interested in applying the Role Playing method. After all, this learning method
is a fun game for students. This is evidenced by the results of observation of
student activity in cycle I with an average percentage of 53% in the moderate
category, which increased in cycle II with an average percentage of 78% in the
good category. The increase shows that student learning motivation increases
so it has an impact on student learning outcomes that have increased.
The increase in the average score and the number of students who scored
in the complete category proves that the application of the Role Playing
learning model can improve the learning outcomes of fifth-grade students on

9
the material of Indonesian Economic Activities in the social studies subject of
SDN Wonoayu, Pilangkenceng District, Madiun Regency.

CONCLUSION
After the author implements the learning improvement of the
Indonesian Economic Activity material cycle on social studies subjects through
the Role Playing method. The author can conclude:
1. The application of the Role Playing method in social studies subject matter
of Indonesian economic activities at SDN Wonoayu can foster student
learning motivation as evidenced by the results of observation of student
activity in cycle I with an average percentage of 53% in the moderate
category, increasing in cycle II with an average percentage of 78% in the
good category. Learning outcomes have increased as evidenced by the
average score of students in the initial condition of the pretest of only 65.95,
increasing in cycle I to 70.95 and increasing again in cycle II to 77.9. While
the percentage of learning completeness in the initial condition of the pretest
was only 42.85%, increased in cycle I to 71.43%, and increased again in cycle
II to 95.24%. So it can be concluded that the Role Playing method can
improve the learning outcomes of grade V students on the material of
Indonesian Economic Activities at SDN Wonoayu, Pilangkenceng District.
2. The obstacles experienced while applying the Role Playing method are:
a. Student cooperation in group discussion activities is still lacking. Some
students are still passive and do not participate in discussions because
they lack the confidence to ask their group mates.
b. In the first cycle of action, some students still considered the Role Playing
method as a game and not as a tool or a learning method, so some
students were less serious and still joked a lot in role-playing activities.
c. In the first cycle of action, students' attention to the problem raised by
the teacher was still lacking. This is from only a few students who are
active and enthusiastic in answering questions from the teacher.
d. In the cycle I evaluation test, some students still cheated in doing the
questions.
3. Teachers and researchers have made improvement plans to overcome some
of the obstacles in cycle I which were applied in cycle II, namely:
a. The formation of student groups in cycle II was carried out
heterogeneously based on student learning outcomes in cycle I, so that
students who scored above average could help students in discussions
whose scores were still lacking.
b. The teacher gave an example of a role-play the first time and instructed
the students not to be shy when role-playing.

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 c. So that students are not bored and interested in role-playing, the drama
script for Role Playing activities is made by the teacher with different
roles or stories.
d. More attention should be paid to time distribution so that there is
enough time for evaluation and the implementation of Role Playing does
not exceed the time limit of the lesson hours provided.
e. The teacher supervises and controls so that students do not cheat when
working on learning outcome evaluation questions.

DAFTAR PUSTAKA

Ahmadi, R. (2016). Introduction to Education: Principles & Philosophy of Education.

Yogyakarta: Ar-Ruzz Media.

Indrawati, R.M. (2013). Increasing Activity and Learning Outcomes of Events Around
the Proclamation through Role Play: (online),
(https://journal.unnes.ac.id/sju/index.php/jee/article/view/2068, downloaded
April 23, 2019).

Learning Outcomes of Class III Students of SD Negeri 013 Lubuk Kembang Ukui
Subdistrict: (online), (https://media.neliti.com/media/publications/258217-
penerapan- learning-model-role-playin-8344289c.pdf, downloaded April 23,
2019).

Madyawati, L. (2016). Language Development Strategies for Children. Jakarta:

Prenadamedia Group.

Tarigan, A. (2016). Application of Role Playing Learning Model to Improve

Triwiyanto, T. (2014). Introduction to Education. Jakarta: Bumi Aksara.

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