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All Journal SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Ananda Salsabila Azzahra
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Pengaruh Cooperative Learning Tipe Role Playing terhadap Kemampuan Berpikir Kreatif dalam Pembelajaran PAI dan Budi Pekerti Ananda Salsabila Azzahra; Chairul Anwar; Waluyo Erry Wahyudi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.818

Abstract

Creative thinking is an essential competency in Islamic Religious Education and Character Education, as it enables students to generate ideas, examine problems from multiple perspectives, and develop meaningful solutions in everyday life. This study aims to analyze the effect of the role-playing cooperative learning model on students’ creative thinking skills in Islamic Religious Education and Character Education at SMP Taman Siswa Bandar Lampung. The study employed a quantitative approach with a quasi-experimental method and a posttest-only control group design. The sample consisted of 60 eighth-grade students: 30 students in Class VIII A served as the control group, and 30 students in Class VIII B served as the experimental group. The experimental group received instruction using the role-playing cooperative learning model, while the control group received conventional instruction. Data were collected through an essay-based posttest developed around four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Data analysis included normality testing, homogeneity of variance testing, and a t-test using SPSS. The reported test suggests a between-group difference, although the p-value and degrees of freedom require verification against the original SPSS output. Because the intact classes were assessed only after instruction, the finding does not establish individual improvement or a definitive causal effect. These findings identify role-playing as a potentially useful collaborative and contextual teaching option, subject to statistical and instrument verification.
Co-Authors Chairul Anwar Waluyo Erry Wahyudi