<![CDATA[The low IPAS learning outcomes in Grade III of SD N 2 Wonoboyo with an initial mastery level of only 22.22% and an average score of 70.74 served as the background for this study. This condition indicates that conventional learning approaches have not been able to meet the demands of the Merdeka Curriculum, which emphasizes meaningfulness and active student engagement. This research aims to improve learning outcomes through the implementation of the Role Playing method in the topic of family and community traditions. The design employed is a Classroom Action Research (CAR) based on Kurt Lewin’s model, using a mixed-method approach, conducted over two cycles involving 27 third-grade students. The data collection instruments consisted of a 20-indicator observation sheet, 15 multiple-choice items for the pre-test and post-test, interview guidelines, and documentation guidelines all validated through a Focus Group Discussion. Quantitative analysis used the mean score, classical mastery percentage, and N-Gain scores (Hake, 1999); qualitative analysis followed the Miles and Huberman model. The results showed improvement in every indicator. The average class score increased from 70.00 → 80.00 (cycle I) → 90.93 (cycle II); classical mastery rose from 22.22% to 62.96%, then reached 100%. The average N-Gain was recorded at 0.31 in cycle I and 0.54 in cycle II (both in the medium category), with an overall N-Gain of 0.69 (medium category). Student activity observation scores also increased from the 57–62 range to 72–78.5. Interview data revealed that students felt more active and confident during learning. The Role Playing method proved effective and is recommended as an alternative contextual IPAS learning strategy in elementary schools. ABSTRAK Rendahnya capaian belajar IPAS di kelas III SD N 2 Wonoboyo dengan ketuntasan awal hanya 22,22% dan rata-rata nilai 70,00 menjadi latar belakang penelitian ini. Kondisi tersebut menunjukkan bahwa pendekatan pembelajaran konvensional belum mampu memenuhi tuntutan Kurikulum Merdeka yang berorientasi pada kebermaknaan dan keterlibatan aktif siswa. Penelitian ini bertujuan meningkatkan hasil belajar melalui penerapan metode Role Playing pada materi tradisi keluarga dan masyarakat. Desain yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kurt Lewin dengan pendekatan campuran (mixed method), dilaksanakan dalam dua siklus bersama 27 siswa kelas III. Instrumen pengumpulan data mencakup lembar observasi 20 indikator, soal pilihan ganda 15 butir untuk pre-test dan post-test, pedoman wawancara, serta pedoman dokumentasi seluruhnya divalidasi melalui Focus Group Discussion. Analisis kuantitatif menggunakan rata-rata, persentase ketuntasan klasikal, dan skor N-Gain (Hake, 1999); analisis kualitatif mengacu pada model Miles dan Huberman. Hasil penelitian menunjukkan peningkatan pada setiap indikator. Rata-rata nilai kelas naik dari 70,00 → 80,00 (siklus I) → 90,93 (siklus II); ketuntasan klasikal melonjak dari 22,22% menjadi 62,96%, lalu mencapai 100%. N-Gain rata-rata tercatat 0,31 pada siklus I dan 0,54 pada siklus II (keduanya kategori sedang), dengan N-Gain keseluruhan sebesar 0,69 (kategori sedang). Skor observasi aktivitas siswa turut meningkat dari rentang 57–62 menjadi 72–78,5. Data wawancara mengungkap bahwa siswa merasa lebih aktif dan percaya diri selama pembelajaran. Metode Role Playing terbukti efektif dan direkomendasikan sebagai alternatif pembelajaran IPAS yang kontekstual di sekolah dasar.]]>
