<![CDATA[This study was motivated by the low levels of active participation, speaking skills, and self-confidence among fourth-grade (IVB) students at SDN Palebon 03 Semarang due to teacher-centered Indonesian language instruction. This study aims to describe the implementation of meaningful learning through the role-playing method, covering instructional planning, classroom enactment, and achieved learning outcomes. A descriptive qualitative approach was employed, involving the classroom teacher and three students purposively selected to represent the sufficient, good, and very good achievement categories. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña with trustworthiness ensured through technique and source triangulation. The findings reveal that the teacher designed the lesson based on Ausubel's principles of meaningful learning by utilizing advance organizers and bridging new concepts with students' prior knowledge. Instructional execution was categorized as very good with an average observation score of 4.68 out of 5.00, while the proportion of students in the low category dropped from 44% to 15%, alongside the emergence of the very good category at 22%. The study concludes that the role-playing method effectively fosters meaningful learning in elementary Indonesian language education through direct contextual experiences. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya partisipasi aktif, keterampilan berbicara, dan rasa percaya diri siswa kelas IVB SDN Palebon 03 Semarang akibat pembelajaran Bahasa Indonesia yang masih berpusat pada guru (teacher-centered). Penelitian bertujuan untuk mendeskripsikan penerapan pembelajaran bermakna (meaningful learning) melalui metode bermain peran (role playing), yang mencakup dimensi perencanaan, pelaksanaan, dan capaian hasil belajar. Pendekatan yang digunakan adalah deskriptif kualitatif dengan subjek guru kelas IVB serta tiga siswa yang dipilih secara purposive sampling untuk mewakili kategori capaian cukup, baik, dan sangat baik. Data dikumpulkan melalui teknik observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña dengan pengujian keabsahan melalui triangulasi teknik serta sumber. Hasil penelitian menunjukkan bahwa guru merancang pembelajaran berbasis prinsip Ausubel dengan memanfaatkan pengatur awal (advance organizer) dan pengaitan materi terhadap pengetahuan awal siswa. Pelaksanaan pembelajaran berlangsung sangat baik dengan skor observasi rata-rata 4,68 dari skala 5,00, serta proporsi siswa berkategori kurang menurun drastis dari 44% menjadi 15% disertai munculnya kategori sangat baik sebesar 22%. Penelitian menyimpulkan bahwa metode bermain peran efektif mewujudkan pembelajaran bermakna dalam muatan Bahasa Indonesia di sekolah dasar melalui pengalaman langsung yang kontekstual. ]]>
