Abu Zaeni, Nur Fa’an Alifatul Maula

PENDEKATAN BERMAIN PERAN UNTUK MENINGKATKAN KETERAMPILAN MENULIS ANGKA DAN NILAI UANG PADA MATA PELAJARAN BAHASA INDONESIA KELAS 4

Introduction

Pendekatan bermain peran untuk meningkatkan keterampilan menulis angka dan nilai uang pada mata pelajaran bahasa indonesia kelas 4. Tingkatkan keterampilan menulis angka & nilai uang siswa kelas 4 Bahasa Indonesia dengan pendekatan bermain peran. Penelitian tindakan kelas ini menunjukkan peningkatan hasil belajar signifikan.

Abstract

This research was motivated by the initial finding that many students were not yet able to correctly write numbers and represent monetary values. To address this issue, learning was designed using the role-playing method as a pedagogical strategy. The main goal was to improve writing skills in Indonesian language—with a focus on introducing numbers and the concept of monetary value—through the implementation of role-playing in the classroom. The study was conducted using a Classroom Action Research (CAR) approach to gather data on improving learning practices as well as enhancing the quality of teacher and student performance, in terms of professional, knowledge, and skill aspects. The assessment results show that the students' average score in the pre-cycle stage was 58.45; after the Cycle I intervention, it increased to 81.59; and in Cycle II, it reached 89.09. These findings demonstrate that the students' initial ability was below the Minimum Mastery Criteria (KKM), but there was a significant increase in achievement in both action cycles.

Review

This study addresses a relevant and practical challenge in elementary education: students' difficulties in accurately writing numbers and representing monetary values. The motivation for the research is clearly articulated, stemming from initial observations of students' struggles with these fundamental skills. The chosen pedagogical strategy, a role-playing method, is a promising and engaging approach, particularly for fourth-grade students, suggesting an active and experiential learning environment to tackle the identified skill gap within the Indonesian language subject. The methodology employed, Classroom Action Research (CAR), is well-suited for investigating and improving teaching practices directly within a classroom setting. This iterative approach allows for immediate adjustments and observations of impact. The abstract effectively presents the quantitative results, showcasing a clear upward trend in student achievement: the average score significantly improved from a pre-cycle baseline of 58.45 to 81.59 after Cycle I, further rising to 89.09 in Cycle II. These figures strongly support the claim that the intervention was successful in elevating students' abilities from below the Minimum Mastery Criteria (KKM) to a commendable level. The findings unequivocally demonstrate the effectiveness of the role-playing approach in enhancing students' writing skills for numbers and monetary values. The significant increase in achievement across the two action cycles provides robust evidence for the intervention's positive impact. For a more comprehensive understanding, the full paper would ideally elaborate on the specific types of role-playing scenarios implemented and offer qualitative insights into how these activities fostered student engagement and skill acquisition. Nonetheless, this abstract effectively highlights a successful pedagogical intervention with clear, measurable outcomes that could inform teaching practices in similar contexts.

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