Enhancing Understanding of Pancasila Education Using Role-Playing: A Qualitative Approach with Seventh Grade Students

Abstract

This study aims to improve student learning outcomes in Pancasila Education through the implementation of the RolePlaying method for seventh-grade students at SMPN 6 Satap Baraka. The research was motivated by low student achievement scores, which fell below the Minimum Mastery Criteria (KKM), primarily due to the dominance of conventional teaching methods that failed to engage students actively. A classroom action research approach was employed, conducted over two cycles, each consisting of three sessions. Data were collected through student activity observations and learning outcome tests, analyzed using both quantitative and qualitative descriptive methods. The findings revealed a significant improvement in both the average learning outcome scores (from 60.41 in Cycle I to 81.87 in Cycle II) and student learning activity levels (from 65% to 98%). These results demonstrate that the Role Playing method can foster a more dynamic, interactive, and meaningful learning environment, enhancing student engagement and understanding of Pancasila Education content. This study recommends that teachers adopt more contextual and participatory learning approaches to optimize student achievement.