Improving Students’ Social Studies Learning Outcomes through the Role Playing Method in Fifth Grade of MI Islamiyah Sumberrejo
Keywords:
Classroom Action Research, Learning Outcomes, Role Playing Method, Social Studies
Abstract
Purpose of the study: This study aims to improve Social Studies learning outcomes and student participation through the implementation of the Role Playing method in fifth-grade students of MI Islamiyah Sumberrejo, particularly on historical material about the Indonesian proclamation of independence.
Methodology: This research used Classroom Action Research (CAR) model by Suharsimi Arikunto conducted in two cycles. Data were collected through tests, observation sheets, interviews, and documentation. Instruments included pre-test and post-test, observation sheets, and school records. Data were analyzed using descriptive quantitative and qualitative techniques supported by simple calculation software such as Microsoft Excel.
Main Findings: The findings show a significant improvement in students’ learning outcomes after the implementation of the Role Playing method. Student mastery increased from 23% in the preliminary stage to 80% in Cycle II, with average scores rising from 61.6 to 73.6. Teacher activity improved from 61% to 82%, while student activity increased from 59% to 81%. The method also enhanced students’ participation, motivation, and understanding of historical learning materials.
Novelty/Originality of this study: This study is novel because it applies the Role Playing method specifically to Indonesian proclamation history in a Madrasah Ibtidaiyah context using Classroom Action Research. It not only focuses on cognitive improvement but also emphasizes active student participation. This research contributes new insight into integrating dramatization-based learning in elementary Social Studies education to enhance engagement and outcomes.
References
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[3] M. M. Manfra et al., “Assessing computational thinking in the social studies,” Theory Res. Soc. Educ., vol. 50, no. 2, pp. 255–296, 2022, doi: 10.1080/00933104.2021.2003276.
[4] P. Dhar, T. Rocks, R. M. Samarasinghe, G. Stephenson, and C. Smith, “Augmented reality in medical education: Students’ experiences and learning outcomes,” Med. Educ. Online, vol. 26, no. 1, pp. 1–10, 2021, doi: 10.1080/10872981.2021.1953953.
[5] R. Cox et al., “Creative action research,” Educ. Action Res., vol. 29, no. 4, pp. 569–587, 2021, doi: 10.1080/09650792.2021.1925569.
[6] L. Smirnova, “Developing students’ agency and voice by using generative AI in an online EAP module,” Innov. Lang. Learn. Teach., vol. 1229, pp. 1–11, 2025, doi: 10.1080/17501229.2025.2538781.
[7] P. Johannesson, “Development of professional learning communities through action research: Understanding professional learning in practice,” Educ. Action Res., vol. 30, no. 3, pp. 411–426, 2022, doi: 10.1080/09650792.2020.1854100.
[8] A. Ioannidou and G. Zarifis, “Educational governance and the construction of learning outcomes of young adults in Europe: Conceptual aspects and empirical evidence,” Stud. Educ. Adults, vol. 58, no. 1, pp. 403–420, 2026, doi: 10.1080/02660830.2024.2434205.
[9] D. S. Utomo, B. S. S. Onggo, S. Eldridge, A. R. Daud, and S. Tejaningsih, “Eliciting agents’ behaviour and model validation using role playing game in agent-based dairy supply chain model,” J. Oper. Res. Soc., vol. 73, no. 12, pp. 2670–2693, 2022, doi: 10.1080/01605682.2021.2013137.
[10] H. J. Visser, A. I. Liefbroer, L. J. Schoonmade, H. J. Visser, A. I. Liefbroer, and L. J. S. Evaluating, “Evaluating the learning outcomes of interfaith initiatives: A systematic literature review,” J. Beliefs Values, vol. 45, no. 4, pp. 689–712, 2024, doi: 10.1080/13617672.2023.2196486.
[11] H. Alshammari, S. Shaheen, S. Mahmoud, A. Al-rabiah, K. Alyahya, and S. Mahmoud, “Evaluating the transformative impact of online education on medical student learning outcomes,” Adv. Med. Educ. Pract., vol. 7258, pp. 1103–1111, 2024, doi: 10.2147/AMEP.S444830.
[12] S. L. Bowman and S. L. Bowman, “Finding the self in role-playing games: Weaving myth, narrative, and identity,” Media Pract. Educ., vol. 25, no. 2, pp. 160–173, 2024, doi: 10.1080/25741136.2024.2324085.
[13] C. H. Au, C. Chou, and K. K. W. Ho, “From a role-playing game (RPG) to abrand: Strategic implications from an over-two-decade case,” J. Organ. Comput. Electron. Commer., vol. 34, no. 3, pp. 190–212, 2024, doi: 10.1080/10919392.2024.2340786.
[14] J. L. Pallant et al., “Mastering knowledge: The impact of generative AI on student learning outcomes,” Stud. High. Educ., vol. 51, no. 4, pp. 714–735, 2026, doi: 10.1080/03075079.2025.2487570.
[15] S. Weber and R. Harris, “‘[N] ow I can be a poetic writer’: Using action research as a way of reclaiming and implementing professional values in the primary school,” Educ. Action Res., vol. 30, no. 1, pp. 3–21, 2022, doi: 10.1080/09650792.2020.1788621.
[16] J. Caspersen and J. Smeby, “Placement training and learning outcomes in social work education,” Stud. High. Educ., vol. 46, no. 12, pp. 2650–2663, 2021, doi: 10.1080/03075079.2020.1750583.
[17] D. Li et al., “Professional development through collaborative action research for early career academics - a collaborative auto-ethnography during the COVID-19 pandemic,” Educ. Action Res., vol. 33, no. 5, pp. 793–809, 2025, doi: 10.1080/09650792.2024.2333911.
[18] P. Hansen and M. Puustinen, “Rethinking society and knowledge in Finnish social studies textbooks,” J. Curric. Stud., vol. 53, no. 6, pp. 857–873, 2021, doi: 10.1080/00220272.2021.1881169.
[19] M. Bergroth, J. Llompart-esbert, N. Pepiot, S. Sierens, and K. Van Der Worp, “Whose action research is it?: Promoting linguistically sensitive teacher education in Europe,” Educ. Action Res., vol. 31, no. 2, pp. 265–284, 2023, doi: 10.1080/09650792.2021.1925570.
[20] A. Dogar, M. D. Shakeel, and J. Tooley, “School choice and learning outcomes in two states in North Nigeria,” J. Sch. Choice, vol. 19, no. 2, pp. 255–272, 2025, doi: 10.1080/15582159.2025.2492954.
[21] S. Sanusi et al., “Social knowledge management to optimize adolescents’ social studies learning in Banda Aceh, Indonesia,” Cogent Educ., vol. 12, no. 1, pp. 1–14, 2025, doi: 10.1080/2331186X.2025.2506062.
[22] X. Xu, Z. Shi, N. A. Bos, and H. Wu, “Student engagement and learning outcomes: An empirical study applying a four-dimensional framework,” Med. Educ. Online, vol. 28, no. 1, pp. 1–14, 2023, doi: 10.1080/10872981.2023.2268347.
[23] J. Gleeson, A. Doyle, N. O. Neill, J. Gleeson, A. Doyle, and N. O. Neill, “Student learning outcomes in the Irish context: Mixing curriculum paradigms, cultures, and design models,” Irish Educ. Stud., vol. 0, no. 0, pp. 1–28, 2025, doi: 10.1080/03323315.2025.2483241.
[24] P. Johannesson and P. Johannesson, “Student participation in teachers’ action research: Teachers’ and students’ engagement in social learning,” Educ. Action Res., vol. 33, no. 2, pp. 234–250, 2025, doi: 10.1080/09650792.2023.2301335.
[25] W. Quirke, K. Mccrorie, S. Proctor, and K. Mccrorie, “Teaching social studies: Exploring the impact of a transdisciplinary approach towards initial teacher education in Scotland,” J. Curric. Stud., vol. 00, no. 00, pp. 1–19, 2025, doi: 10.1080/00220272.2025.2486109.
[26] G. Zhang, H. Wu, A. N. Xie, and H. Cheng, “The association between medical student research engagement with learning outcomes,” Med. Educ. Online, vol. 27, no. 1, pp. 1–11, 2022, doi: 10.1080/10872981.2022.2100039.
[27] O. M. Awotunde and A. R. Aregbeshola, “Systemic action learning action research and entrepreneurship momentum development,” Action Learn. Res. Pract., vol. 7333, pp. 1–19, 2024, doi: 10.1080/14767333.2024.2377076.
[28] P. Johannesson, A. Olin, and P. Johannesson, “Teachers ’ action research as a case of social learning: Exploring learning in between research and school practice,” Scand. J. Educ. Res., vol. 68, no. 4, pp. 735–749, 2024, doi: 10.1080/00313831.2023.2175253.
[29] A. Bargagliotti et al., “Undergraduate learning outcomes for achieving data acumen,” J. Stat. Educ., vol. 28, no. 2, pp. 1–36, 2020, doi: 10.1080/10691898.2020.1776653.
[30] M. Mohammed et al., “Unleashing the inner voices: Exploring dialogical self beyond dominant narratives in unscripted role-playing,” J. Constr. Psychol., vol. 37, no. 4, pp. 427–450, 2024, doi: 10.1080/10720537.2023.2276274.
[31] M. Z. Kamarudin, M. Syafiq, A. Mat, and M. Z. Kamarudin, “What do we know about the selection of action research methodologies in primary science education? – A systematic literature review,” Educ. Action Res., vol. 32, no. 5, pp. 825–847, 2024, doi: 10.1080/09650792.2023.2261502.
Published
2026-05-14
How to Cite
Amelia, A., & Irnalita, I. (2026). Improving Students’ Social Studies Learning Outcomes through the Role Playing Method in Fifth Grade of MI Islamiyah Sumberrejo. GeoEdu Insight Journal, 1(1), 22-28. Retrieved from https://cahayaic.digisstant.com/index.php/GEdlJ/article/view/3217
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Copyright (c) 2026 Agusti Amelia, Irnalita Irnalita
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