Pengaruh Metode Role Playing terhadap Hasil Belajar dan Self-Regulated Learning Siswa Kelas X di SMA Negeri 2 Sidoarjo
DOI:
https://doi.org/10.29303/goescienceed.v7i4.2963Keywords:
Role Playing, Learning Outcomes, Self-Regulated LearningAbstract
Economics education plays a strategic role in equipping students with an applicable understanding of economic concepts for everyday life, yet the quality of learning in Indonesia still faces serious challenges, particularly in fostering students' independence in constructing and regulating their own learning. This study was motivated by low student participation in economics lessons, which resulted in suboptimal learning outcomes and Self-Regulated Learning (SRL) capabilities. The study aims to analyze the effect of the role-playing method on the learning outcomes and Self-Regulated Learning of grade X students at SMA Negeri 2 Sidoarjo on the topic of Financial Institutions. A quasi-experimental method with a non-equivalent control group design was employed, involving 72 students divided into experimental and control groups. Data analysis was conducted using the Analysis of Covariance (ANCOVA) test with the assistance of SPSS version 22. The results indicate that the role-playing method had a significant effect on both learning outcomes (F = 39.627; Sig. = 0.000 < 0.05) and Self-Regulated Learning (F = 13.289; Sig. = 0.001 < 0.05) after controlling for pre-test scores. The mean learning outcome score of the experimental group (90.49) was higher than that of the control group (77.39), and the mean SRL score of the experimental group (121.80) was higher than that of the control group (108.05). In conclusion, the role-playing method has a positive and significant impact on improving students' learning outcomes and Self-Regulated Learning in economics.
References
Ainjärv, H., & Laas, K. (2024). Applying constructivism in driving teacher education: Analysis based on transcripts of videotaped lessons. Transportation Research Part F: Traffic Psychology and Behaviour, 100, 346–360. https://doi.org/10.1016/j.trf.2023.12.004
Apoko, T. W., & Waluyo, B. (2025). Social media for English language acquisition in Indonesian higher education: Constructivism and connectivism frameworks. Social Sciences and Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2025.101382
Arikunto. (2019). Prosedur Penelitian Suatu Pendekatan Praktik. PT. Rineka Cipta.
Aura, I., Järvelä, S., Hassan, L., & Hamari, J. (2023). Role-play experience's effect on students' 21st century skills propensity. Journal of Educational Research, 116(3), 159–170. https://doi.org/10.1080/00220671.2023.2227596
Azfar, S. M., Saeed, S., Masood, S., Azim, S. R., Baig, M., & Malik, M. G. R. (2025). Role play versus video-based learning for interprofessional communication and teamwork skills in nursing and medical students: a mixed-methods study in Pakistan. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06840-5
Barrera, F., Venegas-Muggli, J. I., & Nuñez, O. (2021). The impact of role-playing simulation activities on higher education students' academic results. Innovations in Education and Teaching International, 58(3), 305–315. https://doi.org/10.1080/14703297.2020.1740101
Bawa, A. (2020). Role-Play (pp. 133–139). Student Guide to Learning Design and Research. https://edtechbooks.org/studentguide/roleplay
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3rd ed.). Merrill.
Desi Susilawati, M., Rosa, S., Prasanti Adriani, Mh., Leila Mona Ganiem, Mk., Sarah Fazilla, Ms., Muhammad Habibullah Aminy, Mp., Nurainiah, M., Pd, S. I., Syafruddin, M., Agus Setyowidodo, Mmp., Deci Ririen, Ss., Fransisca Diwati, Mp., Eva Julyanti, M., & Endah Marendah Ratnaningtyas, Mp. (2022). (N. Saputra, Ed.). Yayasan Penerbit Muhammad Zaini.
Dunn, K. E., Lo, W.-J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 72(2), 312–331. https://doi.org/10.1177/0013164411413461
Dwi Utami, N., Kurnianti, E. M., & Winarni, S. (2025). Literature Study: The Effectiveness of Role-Playing Model in Social Studies Learning at Elementary School. International Journal Education and Computer Studies (IJECS), 5(2), 137–143. https://doi.org/10.35870/ijecs.v5i2.4296
Fosnot, C. T., & Perry, R. S. (1996). Constructivism: A psychological theory of learning. Construct!: Theory, Perspectives, and Practice, 2, 8–33.
Fukuda, A. (2019). What less-proficient EFL learners tell us about their language learning: Qualitative analysis of Self-Regulated Learning. Journal of Pan-Pacific Association of Applied Linguistics, 23(1), 103–126.
Fu, X., & Li, Q. (2025). Effectiveness of Role-play Method: A Meta-analysis. International Journal of Instruction, 18(1), 309–324. https://doi.org/10.29333/iji.2025.18117a
Iannace, A. M., Bisanti, M., & Piazzoli, A. (2024). Evaluating game-based teaching systems in economics courses. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1330057
Imran, M., Almusharraf, N., Abdellatif, M. S., & Abbasova, M. Y. (2024). Artificial Intelligence in Higher Education: Enhancing Learning Systems and Transforming Educational Paradigms. International Journal of Interactive Mobile Technologies (IJIM), 18(18), 34–48. https://doi.org/10.3991/ijim.v18i18.49143
Kemdikbudristek. (2024). Kajian Akademik Kurikulum Merdeka.
Keppel, G. (1991). Design and Analysis: A Researcher's Handbook (3rd ed.). Prentice Hall.
Kwak, S. G., & Kim, J. H. (2017). Central limit theorem: the cornerstone of modern statistics. Korean Journal of Anesthesiology, 70(2), 144. https://doi.org/10.4097/kjae.2017.70.2.144
Lumley, T., Diehr, P., Emerson, S., & Chen, L. (2002). The Importance of the Normality Assumption in Large Public Health Data Sets. Annual Review of Public Health, 23(1), 151–169. https://doi.org/10.1146/annurev.publhealth.23.100901.140546
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2).
Moreno-Guerrero, A. J., Rodríguez-Jiménez, C., Gómez-García, G., & Navas-Parejo, M. R. (2020). Educational innovation in higher education: Use of role playing and educational video in future teachers' training. Sustainability (Switzerland), 12(6). https://doi.org/10.3390/su12062558
Neitzel, C., & Connor, L. (2018). An investigation of the stability and variability in young children's Self-Regulated Learning behaviors in kindergarten. Journal of Educational Research, 111(1), 58–65.
Noriega Cortes, M. A., & Carreño-Bolivar, L. (2024). Virtual game-based learning environments to promote Self-Regulated Learning skills in foreign language learners. F1000Research, 13. https://doi.org/10.12688/f1000research.157746.1
Nurhasanah, S. (2016). Praktikum Statistika 2: Untuk Ekonomi Dan Bisnis. Salemba Empat.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Paliwal, M., & Singh, A. (2021). Teacher readiness for online teaching-learning during COVID-19 outbreak: a study of Indian institutions of higher education. Interactive Technology and Smart Education, 18(3), 403–421. https://doi.org/10.1108/ITSE-07-2020-0118
Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427–436. https://doi.org/10.1080/14703297.2012.728879
Saptono, L., Soetjipto, B. E., Wahjoedi, & Wahyono, H. (2020). Role-playing model: Is it effective to improve students' accounting learning motivation and learning achievements? Cakrawala Pendidikan, 39(1), 133–143. https://doi.org/10.21831/cp.v39i1.24781
Setiawan, D. E. K., Basir, U. P. M., & Susilo, C. Z. (2020). The effect of role playing model to the student's learning outcomes. IJPSE: Indonesian Journal of Primary Science Education, 1(1), 1–7. https://doi.org/10.33752/ijpse.v1i1.1091
Shi, Y., & Yang, H. (2025). Development, revision, and validation of a Self-Regulated Learning Questionnaire for Chinese undergraduate students. Acta Psychologica, 256. https://doi.org/10.1016/j.actpsy.2025.104956
Stubbs, R., & Sorensen, N. (2025). Tabletop role-playing games and social and emotional learning in school settings. Social and Emotional Learning: Research, Practice, and Policy, 5, 100090. https://doi.org/10.1016/j.sel.2025.100090
Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Sutopo, Ed.; 2nd ed.). Alfabeta.
Sun, X., Zhang, X., & Lei, L. (2022). The Effects of Online Role-play Teaching Practice on Learners' Availability for Resources. International Journal of Emerging Technologies in Learning, 17(5), 4–18. https://doi.org/10.3991/ijet.v17i05.30575
Vinogradova, M., & Ivanova, N. (2016). Pedagogical Conditions for Role-Playing Game Development in Senior Preschool Age Children. Procedia - Social and Behavioral Sciences, 233, 297–301. https://doi.org/10.1016/j.sbspro.2016.10.134
Zhang, F. (2024). Effects of game-based learning on academic outcomes: A study of technology acceptance and self-regulation in college students. Heliyon, 10(16). https://doi.org/10.1016/j.heliyon.2024.e36249
