Classroom Action Research Journal 1 (2) (2017) 73-81

Classroom Action Research

Journal
[Link]

The Implementation of Role Playing Learning Model to Increase

Student Learning Activities and Outcomes

1Putra Hilmi Prayitno, 2Agus Wibowo

DOI: 10.17977/um013v1i22017p73

1Faculty of Economics, Universitas Negeri Malang, Indonesia

2Faculty of Economics, Universitas Negeri Jakarta, Indonesia

History Article Abstract

Received 13 April 2017 This present research was conducted in the SMA Laboratorium
Approved 14 May 2017 Universitas Negeri Malang. 45 students from XI class of Social
Published 7 June 2017 Science 1 were recruited as the subject of this research. This
research includes classroom action research consisting of two
cycles and each cycle consists of two meetings. The data for
Keywords
student learning activities are collected by using observation
role-playing learning sheets, meanwhile, the data for student learning activities to
models, student learning learning outcomes are collected by observing the score progress
activities, learning in the test cycle I and cycle II. The objective of this study are; 1)
outcomes To describe and analyze the use of role-playing learning model in
improving students activity of XI class SMA Laboratorium
Universitas Negeri Malang in economic subjects, and 2) To
observe the student’s activity and poor students' in economic
subjects after implementing the Role Playing learning model. In
this research, student learning activities increased from 46.67% in
the first cycle to 73.33% in the second cycle. Meanwhile, the
learning outcomes increased from 73.3% to 77.8% in cycle II. It
can be concluded that role-playing learning model increased the
learning activity and outcome of the XI social science class 1 of
SMA Laboratorium Universitas Negeri Malang.

How to Cite
Prayitno, P. H. (2017). The Implementation of Role Playing
Learning Model to Increase Student Learning Activities and
Outcomes. Classroom Action Research Journal, 1(2), 73-81.

Correspondent email: e-ISSN 2598-4195

[Link]@[Link]
 Prayitno-The Implementation of Role Playing Learning Model 74

INTRODUCTION
In essence, education is a human conscious effort aimed at developing and
improving the quality of human beings. In the process, education cannot be
separated from development. This is due to the development directed towards
developing educational facilities as well as qualified human resources that are
expected to achieve the goal of national education (Depatemen Pendidikan
Nasional, 2004). Economics is a part of education, particularly formal education
to contribute to building the highly qualified human resource.
Economics subject constitutes the study of human behavior and action to
meet their various needs, vary and evolve with existing resources through the
choices of production, consumption, and/or distribution activities. The function of
economic subjects at the level of high school is to develop the student’s economic
skill, by understanding realities and economic phenomena, comprehending the
concept and theory as well as practicing to solve economic problems that occurred
in the community.
In the learning process, teachers and learners are often faced with various
problems, both with regard to the subjects and social intercourse. There are
various ways to solve learning problems, such as class discussion/question and
answer between teachers and learners, discovery and inquiry. The creative teacher
must constantly seek new approaches to solve learning problems, avoid
continuously using monotonous way, and choose other variations such as trying to
apply cooperative learning.
In applying cooperative learning which can increase the student’s activity,
teachers need to arrange the most appropriate and effective problem-solving steps
to resolve it. One of the ways is to find a method of learning arouse students
attention and involve the student activity equally. Thus, student’s activities in
learning economics can be increased, so that their learning outcomes also
improved significantly. One of the alternatives to achieve the goal is to implement
cooperative learning methods with the type of Role Playing (play a role).
The role-playing learning model involves many students to be active in the
learning process and provide an exciting ambiance to make students happy, not
boring and enthusiastic to participate in the lesson. Thus, the students will be
more impressed by the subjects, which may lead to improving student learning
outcomes (Silberman, 2001). Play a role in learning is an attempt to solve the
problem through demonstration, as well as steps of problem identification,
analysis, characterization, and discussion. For this purpose, a number of students
acted as an actor and the other as an observer. An actor must be able to live up to
the role. Through role-playing, learners interact with others who also acted a
certain role in accordance with the chosen theme.
Initial observations and informal interviews are conducted on August 5,
2010, by Economics teacher of class XI Social Science Class 1 in Laboratory
High School, State University of Malang. The observation revealed that most of
the learning process was dominated by teachers and students was still passive,
while the KTSP curriculum demands that the students are more active while the
teacher only as a facilitator. In addition, classroom conditions are crowded
because it comprised nearly 50 students which caused the messy situation, joking,
and less attention to the explanation of the teacher in the classroom. Even based
on informal interviews conducted to students in class XI Social Science Class 1
75 Classroom Action Research Journal, 1 (2), 2017, 73-81.

on their views on subjects of the economy, many students said that the Economics
subject is difficult and tedious because there are many theories and notions to
memorize.
In accordance with the above background, the objectives of this study are
as follows: (1) To describe the implementation of cooperative learning Role
Playing to increase the students activity and outcomes of XI social science class
in SMA Laboratorium Universitas Negeri Malang in economics subject ; (2) to
determine the students activity and outcomes of XI social science class in SMA
Laboratorium Universitas Negeri Malang in economic subjects after
implementation of cooperative learning Role Playing.
According to Sanjaya (2006), he claimed that "learning is a constant
process that never stops and is not ended inside the classroom." Most experts
believe that learning is a process of change derived from experiences. Along with
the development of information technology, learning is not only interpreted as an
act separated from human life. According to the constructivist learning theory
which developed by Piaget (Sanjaya, 2006) described the notion of learning is
more than just remembering. Students who understand and are able to apply the
knowledge they have learned, they should be able to solve problems, find
something for himself, and to dwell on a variety of ideas.
Based on these definitions, it can be concluded that learning is not just
accumulating knowledge. Learning is a mental process that occurs in a person,
leading to the emergence of behavioral changes and be done anywhere and
lifelong. Learning and teaching are two things that if both are applied
simultaneously, it will be more focused and systematic. Learners will study
optimally to achieve their goals through the learning process. According to the
concept of communication, learning is a process of communication or interaction
between teachers and students and students with other students.
Some instructional learning theories are as follows; 1) The exertion of
teachers to form the intended behavior by providing an environment to make the
relationship stimulus (environment) with the behavior of learners (Behavioristic);
2) how teachers provide opportunities for learners to think in order to understand
what is learned (Cognitive); 3) provide freedom for learners to choose the
materials and how to study them according to interests and abilities (Humanistic).
Learning by the role-playing model is a way of mastering learning
materials by developing their imagination and sense. Development of student’s
imagination and sense can be done by acting as a living character or inanimate.
This method is widely involved students and made them enjoy the learning.
Moreover, this method has additional credit; (a) to ensure the participation of all
students and give equal opportunity to demonstrate their ability to work together
to succeed, and (b) the game is an enjoyable experience for students (Prasetyo,
2001).
Learning by role-playing comprises several stages: (1) warm the ambience
and motivate learners to draw a problem; (2) the selection of roles; (3) arrange the
stages of role play; (4) prepare an observer; (5) the stage of characterization; (6)
discussion and evaluation; (7) the characterization; (8) discussion and evaluation
of phase two; (9) as well as to share experiences and draw conclusions. These
stages are the conclusion from various references in determining the stage in the
role play (Role Playing).
 Prayitno-The Implementation of Role Playing Learning Model 76

According to Djamarah and Zain (2002) Role Play has some advantages
and disadvantages. The advantages of this method are; 1) Students are trained
himself to understand and remember the content of the material to be played; 2)
The students will be trained to take the initiative, and be creative; 3) the student's
talent can be nurtured in order to emerge from school for performing arts; 4)
cooperation between players can be grown and nurtured with the best; 5) the
students acquire the habit to accept and share responsibility with others; 6) oral
language students can be developed into a better language to make it easier to
understand other people; 7) the game is a fun learning experience for students.
While the disadvantages of this Role Playing model are some students who
do not play the role of being less active, time-consuming, requires a quite
extensive and often other class was disturbed by the sound of the players and
applause/observer. According to Wijaya (1988) stated that "the nature of student
activity is intellectual and emotional engagement (mental involvement) of
students in learning activities rather than just physical activity ". While Alipandie
(1984) argued his point that there are two activities that are valued in the learning;
physical activity (physical) and mental activity (spiritual). Physical activity
(physical) is a variety of student activities such as doing research, experiment,
construct models and so on, whereas mental activity (spiritual) is a variety of
activities that include elements of psychological students in teaching shown by
perseverance to follow the lesson, carefully observing, memorizing, thinking to
solve problems and drawing conclusions.
Hamalik (2008) stated that the various activities of the students are as
follows: Visual activities, Oral activities, Listening activities, Writing activities,
Drawing activities, motor activities, Mental activities, and Emotional activities.
Dimyati and Mudjiono (1994) claimed that the learning outcome is a learning
result in the form of teaching effect that useful for teachers and students. Students
learn to improve cognitive abilities, affective, and psychomotor. By increasing
these expected skills, willingness or attention to the surrounding environment will
be enhanced.
Assessment of learning outcomes is an activity aimed to determine the
extent to which the process of teaching and learning was effective. The
effectiveness of study looked at the ability of students achieve the learning
objectives that have been set. In terms of teachers, assessment of learning
outcomes will provide an overview of the effectiveness of teaching, whether
approaches and media that is used to help students achieve the learning objectives.
Achievement test conducted by each teacher can provide the information to which
we master and capabilities already achieved by students in achieving the learning
objectives. The results of the economic study are the results achieved after doing
business students (learning) that can be seen in terms of capabilities (score),
attitudes, and skills of students after learning economic subjects.

METHOD
This study used a qualitative descriptive approach, because the data in the
form of events or incidents, so it will be described to further analyze. This type of
research is the Classroom Action Research (CAR). Before implementing the
action, the lesson plan was prepared in advance. The lessons will be conducted
based on the developed lesson plans for 2-hour lesson (2x45 min).
77 Classroom Action Research Journal, 1 (2), 2017, 73-81.

In this study, researcher act as executor of activity, action planning, data

collection, data analysts and as a reporting research results. This research was
conducted at the Laboratory School, State University of Malang. The subject
study is XI social science class 1 of Laboratory High School, State University of
Malang. The research was conducted in odd semester of 2010/2011 academic year
with the material Regional Government Budget (APBD) and National
Government Budget (APBN)
The research data consists of the student’s initial capability, student
learning activity, and the data of economics student learning outcomes. The data
are collected using observation sheet that is obtained from the teacher and the
observer, and the test results that comes from students. The study consisted of two
cycles; in which each cycle consists of several stages, action planning, action,
observation, reflection, and treatment or assistance. Data collection techniques in
this study used the method of observation using observation sheet student learning
activities, and tests conducted at every beginning and end of each cycle.

RESULT AND DISCUSSION

Description of Data Implementation Cycle I
Planning for the implementation of the first cycle based on the result of
reflection at the time prior to the study. The planning of the first cycle is as
follows. 1) Establishing the subject; 2) making the design selected by a
heterogeneous group based on academic ability of students and sex in which the
list of groups can be found in appendix; 3) write lesson plans (RPP) Role Playing
model for the first cycle; 4) create a scenario to play a role; 5) compiling Student
Activity Sheet (LKS) for the first cycle; 6) preparing observation sheets of student
activity in the learning model of role playing and field notes; 7) creating a
sequence number of students to be fitted chest of students, the goal is to ease in
observing student’s activity because the observer is not only subject teachers.
The first meeting was conducted on Friday, October 15, 2010, at the hour
to 1-2 or at 07.15-08.45 a.m. with the subject of the concept of state and local
budgets, and a second meeting was held on Thursday, October 21, 2010, at 7:15
o'clock hour 1-2 or -08.45 a.m. in a room of XI social science class 1 of SMA
Laboratorium Universitas Negeri Malang on the subject of revenue sources of
central and local governments. During the implementation, the researchers
assisted by four observers consisting of three peers and one teacher of the
Economics class.
The findings from the observation are as follows, 1) the student was still
much crowded and less controlled; 2) the teacher instructions were less clear and
less loud volume; 3) formation of a group was too much time consuming because
the students were less responsive; 4) observer only paid attention but less
responsive; 5) not all of the students participated actively in group discussions; 6)
students still looked hesitant and afraid to express opinions or discussion results;
7) students who played the role was still highly dependent on the scenario text.
The reflection results from the implementation of the cycle 1 are; 1) The
study conducted has reflected learning of Role Playing model because generally
the learning process run according to lesson plan; 2) The class was messy when
the teacher made a group distribution because a lot of students who were
 Prayitno-The Implementation of Role Playing Learning Model 78

protesting against the formation of such groups because they were not in group
with her closest friends and did not want to gather with their group; 3) students
tend to be passive in the group discussions; 4) student activity has begun to
increase in the second meeting, students have started to pay attention and did
worksheets more seriously; 5) The learning hours was not in line with the planned
time before; 6) the student was still dependent on the scenario text; 7) the learning
activities of students still did not meet the criteria for success.
Treatments done by the researcher are, 1) in the implementation of the
second cycle, the division of the group members was same as in the first cycle; 2)
The teacher was no longer making a detailed scenario but just making the flow of
action play; 3) the teacher should frequently visit the group at this stage of the
discussion to help students in doing student worksheet and to avoid crowded that
would make less active in discussions; 4) time management was more efficient
especially at the stage of evaluation and conclusion; 5) teachers should constantly
encourage students to be active, so that the active ones are not only the certain
students.

Data Description of Implementation Cycle II

Based on the reflection of first cycle treatment, then the planning done in
the second cycle, are 1) writing lesson plan (RPP) of Role Playing model for the
first cycle and precisely in determining the time allocation; 2) creating a groove
action role-playing; 3) compiling Student Activity Sheet (LKS) for the second
cycle; 3) preparing observation sheets student activity in the learning of role-
playing model and field notes; 4) setting up the serial number of the students.
Implementation of the second cycle was divided into two (2) meetings in
which respectively carried out 2 x 45 minutes on 28 October on the subject of
government policy in the areas of fiscal and 4 November 2010 with the subject of
the types of central government expenditures and government area. Both were
held on for 1-2 hours or at 7:15 to 08:45 a.m. in room XI social science class 1 of
SMA Laboratorium Universitas Negeri Malang
From the learning activities in the second cycle results obtained findings as
follows: 1) The teacher was able to control the class well; 2) each group has been
quite enthusiastic in answering questions from the teacher; 3) overall learning has
been going smoothly, fairly good classroom management, but students who were
active are less prevalent; 4) students who play a role was still a lot to read the text
and the lack of appreciation; 5) scenario run well and students were enthusiastic to
follow the lesson.
Based on the observations in both teachers and students as well as field
records obtained results of the second cycle of reflection learning model
application of Role Playing as follows: 1) Study conducted in conformity with the
lesson plan; 2) learning already reflect the Role Playing model; 3) The teacher has
motivated students so that the students began to come forward and speak; 4) The
student activity increased compared to the cycle I.
Thus we can conclude that the activity of students of class XI social
science class 1 of SMA Laboratorium Universitas Negeri Malang on state and
local budgets material has been reached so that the study is completed.

Data Description of Student Activities

79 Classroom Action Research Journal, 1 (2), 2017, 73-81.

Student learning activities are gathered based on the observations during

the learning process in every cycle I and II. Classically, student learning activities
in class XI social science class 1 of SMA Laboratorium Universitas Negeri
Malang for the application of learning model role-playing can be observed in
Table below.

Table 1. Frequency Distribution of the First cycle Student Activities In classical

No Success Range Frequency Percentage
1 85 - 100 4 8,89%
2 70 – 84 17 37,78%
3 55 – 69 16 35,55%
4 40 – 54 5 11,11%
5 < 39 3 6,67%
Total 45 100%
Source: Student’s activity outcomes in Cycle 1

Based on table 1 above, it shows that the students who are categorized
succeed (range above 70) in the first cycle are 21 (4+17) students or by 46.67%
(8.89% + 37.78%). Average students who have not succeeded in the first cycle of
action are 24 students or as much as 53.33%.

Student Activities in Cycle II

Table 2. Frequency Distribution of the Second Cycle Student Activities In classical
No Success Range Frequency Percentage
1 85 - 100 13 28,89%
2 70 – 84 20 44,44%
3 55 – 69 7 15,56%
4 40 – 54 - 0%
5 < 39 5 11,11%
Total 45 100%
Source: Student’s activity outcomes in Cycle II

Based on Table above, it is known that students who are categorized succeeded in
the second cycle are 33 (13+20) students or by 73.33% (28.89 % + 44.44%). A
number of students who have increased their learning activity from the first cycle
to the second cycle are 12 students or 26.67%. Average students who have not
succeeded are 12 students or 24.44%.

Data Description of Student Learning Outcomes

Data collection aims to determine whether there is an increase in student
learning outcomes in class XI social science 1 by the treatment of cooperative
role-playing methods. Data from the first learning cycle are further put in the
category of value results are as follows.

Table 3. Value Category Analysis of Learning Outcomes Cycle I

Category Pre Test Post Test
Excellent - 2
Good 2 11
 Prayitno-The Implementation of Role Playing Learning Model 80

Pretty Good 5 19
Less 38 12
Source: Economic Learning Students after the provision of cycle I

From the table above it can be concluded that in the pre-tests none of the
students gaining the excellent category and only 7 students who achieve the level
of mastery (good and pretty good). After being given the action then given a post-
test with material problems are not much different from the pre-test there are two
students who gained the excellent category and the number of students who
achieve mastery level increased to 32 students. The percentages of Students
Mastery of Economic Learning Outcomes in the first cycle are shown in the
following table.
Table 4. Percentage of Students Mastery of Economic Learning Outcomes in Cycle I
Prior Actions (pre-test) After Action (Post Tests)
Completed Not Completed Completed Not Completed
7 38 33 12
15.6% 84.4% 73.3% 26.7%
Source: Economics student Learning Outcomes after the implementation of the first cycle
From the table above, it shows that students who completed only 15.6% in
the pre-test and 84.4% of them are failed. The average value of pre-test is 52.5
(see appendix 36). After giving the actions, the students who completed increased
to 73.3%, and the ones who are failed are 26.7% with an average value of 72.5.
So, the percentage of economic mastery learning outcomes of students increased
57.7% from 15.6% to 73.3%.
After implementing cycle I then the researcher implemented the second
cycle. The data categories of students economics score in the second cycle are
shown in the following table.
Table 5. Analysis Category Value of Learning Outcomes Cycle II
Category Pre Test Post Test
Excellent 1 5
Good 2 16
Pretty Good 5 14
Less 32 11
Source: Economic Learning Students after the administration of the second
cycle

From the table above it shows that after the implementation of the action,
the number of students who completed increased to 35 students with 5 students in
the excellent category, and the rest of students come into the category of good and
quite good. This shows a significant improvement from pre-test to post-test in
cycle II.
While the percentages of students completeness learning outcomes in the
second cycle are shown in the following table.
Table 6. Percentage of Students Mastery Learning Outcomes Economic Cycle II
Before Action (Pre Test) After Action (Post Tests)
Completed Not Completed Completed Not Completed
8 37 35 10
81 Classroom Action Research Journal, 1 (2), 2017, 73-81.

17.8% 82.2% 77.8% 22.2%

Source: Student Economics learning outcomes after the implementation of the second
cycle

In accordance with the table 4:10 above, the percentages of students completeness
learning outcomes in the second cycle increase by 60% from 17.8% to 77.8%.

CONCLUSION
Based on the data and discussion, it can be concluded as follows: 1)
Implementation of lesson study based model debate combined with the model
Numbered Heads Together (NHT) on economic subjects XI Social science 3 class
State Senior High School 1 of Tumpang in academic year 2015/2016 could run
well in accordance with the learning objectives have been determined. This is
proven by the increase in the percentage of teachers of activity during teaching
and learning activities that applied models lesson study based model debate
combined with the model Numbered Heads Together (NHT) from 75% to 77.27%
and 2) implementation of lesson study based model debate combined with the
model Numbered Heads Together (NHT) on economic subjects can enhance the
activity of XI Social science 3 class State Senior High School 1 of Tumpang in
academic year 2015/2016 because the implementation of lesson study based
model debate combined with the model Numbered Heads Together (NHT), all
students are required to attend, order, and participate in the debate argue. This can
be proven by the results of the student activity showed an increase of 69.63% to
77.78%.

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