Peningkatan Hasil Belajar Siswa Dengan Bermain Peran Berbantuan Wayang Pada Materi Kata Tanya Kelas III SD
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3070Keywords:
Learning Outcomes, Role-Playing, Puppet Media, Question Words, Elementary SchoolAbstract
This study aimed to examine the extent to which the learning outcomes of third-grade elementary school students on question-word material could be improved through the application of role-playing combined with puppet media. The design used was Classroom Action Research (CAR) following the Kemmis and McTaggart model as reviewed by Parnawi (2020), conducted over two cycles, each comprising planning, action, observation, and reflection. The subjects were 28 third-grade students at SDN 02 Mojorejo, Madiun City, in the 2025/2026 academic year, with data collected through pre-tests, post-tests at the end of each cycle, observation sheets, and structured interviews. Before the intervention, students' average score was only 58.21, with a completeness rate of 39.28%. This figure rose to 71.43 (64.28% completeness) after Cycle I and reached 83.57 with 85.71% completeness in Cycle II surpassing the minimum mastery criterion (KKM) of 75. The N-Gain calculation yielded a value of 0.61, classified as moderate approaching high. These findings confirm that combining role-playing with puppet media can enhance students' comprehension and learning outcomes on question-word material, while offering a contextual Indonesian language learning strategy rooted in local wisdom for early-grade elementary students
References
Alwi, H., Dardjowidjojo, S., Lapoliwa, H., & Moeliono, A. M. (2017). Tata Bahasa Baku Bahasa Indonesia (4th ed.). Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan.
Amanah, F. P. (2017). Teori Krashen sebagai Solusi Pemecahan Masalah Kemampuan Berbicara pada Pembelajar Bahasa Inggris di Indonesia. In Prosiding Conference on Language and Language Teaching (pp. 479–484). https://semnas.untidar.ac.id/wp-content/uploads/2018/02/page-479-484-firma.pdf
Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories. Physical Review Physics Education Research, 16(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Damayanti, A., Nurani, R. Z., & Mahendra, H. H. (2023). Penggunaan Metode Pembelajaran Role Playing untuk Meningkatkan Keterampilan Berbicara Siswa di Kelas III SD Negeri Cidadap. Jurnal Bintang Pendidikan Indonesia, 1(3). https://ejurnal.stie-trianandra.ac.id/index.php/JUBPI/article/view/1569
Fauzi, M. R., Sentiya, T., & Muftianti, A. (2023). Penggunaan Model Role Playing Berbantuan Media Audio Visual untuk Meningkatkan Keterampilan Berbicara pada Siswa Sekolah Dasar Kelas 3. COLLASE (Creative of Learning Students Elementary Education), 6(3). https://doi.org/10.22460/collase.v6i3.18047
Halimah, L., Arifin, R. R. M., Yuliariatiningsih, M. S., Abdillah, F., & Sutini, A. (2020). Storytelling through “Wayang Golek” puppet show: Practical ways in incorporating character education in early childhood. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1794495
Husada, A., Untari, M. F. A., & Tsalatsa, A. N. (2019). Peningkatan Keterampilan Berbicara dengan Metode Bermain Peran pada Siswa. Journal of Education Action Research, 3(2), 124–129. https://doi.org/10.23887/jear.v3i2.17268
Juwantara, R. A. (2019). Analisis Teori Perkembangan Kognitif Piaget pada Tahap Anak Usia Operasional Konkret 7-12 Tahun dalam Pembelajaran Matematika. Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 27–34.
Khairunnisa, N. D., Dermawan, W., & Nurrochsyam, M. W. (2026). Wayang as an Instrument of Indonesia’s Nation Branding through Public Diplomacy. Padjadjaran Journal of International Relations (PADJIR), 8(1), 13–25. https://doi.org/10.24198/padjirv8i1.62905
Marinda, L. (2020). Teori Perkembangan Kognitif Jean Piaget dan Problematikanya pada Anak Usia Sekolah Dasar. An-Nisa’: Jurnal Kajian Perempuan Dan Keislaman, 13(1), 116–152.
Mila, M., & Anafiah, S. (2021). Pengaruh Penggunaan Media Wayang terhadap Keterampilan Menyimak Cerita Siswa Kelas V di SD 1 Petir Piyungan Bantul. Trihayu: Jurnal Pendidikan Ke-SD-An, 7(2). https://doi.org/10.30738/trihayu.v7i2.9176
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). SAGE Publications.
Nurizzah, M., & Sahari, S. (2023). Pengembangan Media Wayang Kertas pada Kemampuan Menyimak Cerita Materi Bahasa Indonesia Siswa Kelas 4 SD. Prosiding SEMDIKJAR (Seminar Nasional Pendidikan Dan Pembelajaran), 6, 1478–1483.
Oktafikrani, D. (2020). Meningkatkan Hasil Belajar Bahasa Indonesia dengan Metode Bermain Peran Siswa Kelas III SDN Sekarpuro Kecamatan Pakis Kabupaten Malang. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 16(30), 133–142. https://doi.org/10.36456/bp.vol16.no30.a2710
Payong, M. R. (2020). Zone of Proximal Development and Social Constructivism Based Education According to Lev Semyonovich Vygotsky. Jurnal Pendidikan Dan Kebudayaan Missio, 12(2), 164–178. https://doi.org/10.36928/jpkm.v12i2.589
Poncowati, L. (2024). Peningkatan Hasil Belajar melalui Metode Role Playing pada Materi Hak dan Kewajiban Kelas III SD Negeri Wonotingal. Jurnal Pendidikan Tambusai, 8(1), 15192–15198.
Rohmanurmeta, F. M. (2017). Peningkatan Hasil Belajar Bahasa Indonesia Melalui Metode Role Playing pada Siswa Sekolah Dasar. Bahastra, 37(1), 24–34. https://doi.org/10.26555/bahastra.v37i1.5960
Sari, P. (2019). Analisis terhadap Kerucut Pengalaman Edgar Dale dan Keragaman Gaya Belajar untuk Memilih Media yang Tepat dalam Pembelajaran. Mudir: Jurnal Manajemen Pendidikan, 1(1), 42–57. https://doi.org/10.55352/mudir.v1i1.27
Sukmawati, S., Affandi, L. H., & Setiawan, H. (2022). Pengembangan Media Wayang Kartun berbasis Kearifan Lokal untuk Siswa Kelas III SDN 2 Sape. Jurnal Ilmiah Profesi Pendidikan, 7(2), 243–249. https://doi.org/10.29303/jipp.v7i2.417
