<![CDATA[This study aims to describe the implementation of the role-playing approach in character learning for fifth graders at SDN 11 Dangerakko. The study used a qualitative approach with a descriptive research type. The research subjects consisted of fifth grade teachers and fifth grade students of SDN 11 Dangerakko. Data were obtained through observation, interviews, documentation, and literature studies. Data analysis was carried out through the stages of data collection, data reduction, data presentation, and drawing conclusions. Data validity was tested using source triangulation, technical triangulation, and time triangulation. The results showed that the implementation of the role-playing approach was carried out through the planning, implementation, and evaluation stages of learning. In the planning stage, teachers prepared learning materials, determined themes, prepared scenarios, assigned roles, and integrated character values into learning activities. In the implementation stage, students actively participated in role-playing so they gained direct experience in understanding character values. Character values developed through role-playing activities include honesty, responsibility, cooperation, discipline, empathy, and self-confidence. However, the implementation still faced several obstacles, such as time constraints, students' shyness to perform, and limited supporting media. Therefore, more effective learning management is needed so that the implementation of the role-playing approach can take place optimally in character learning.]]>
