<![CDATA[Early childhood education requires learning experiences that support not only cognitive development but also the formation of social morality and cooperation. This study examines how role-playing was implemented at TK Islam Tunas Ilmu Tanjung Payang, South Lahat, and how it contributed to children’s social morality and cooperation. A qualitative case study design was used. Data were collected through passive participant observation, semi-structured interviews with the principal, teachers, and parents, and documentation, and were analyzed using an interactive model. The findings show that role-playing was implemented contextually through themes close to children’s experiences, learning stimuli, simple play attributes, role distribution, and teacher facilitation. The activity gave children opportunities to practice respect, sharing, helping, empathy, responsibility, discipline, and care for others, and it supported cooperation through communication, task distribution, turn-taking, mutual assistance, respect for peers’ opinions, and joint completion of activities. Observations, teacher interviews, and parent interviews yielded consistent information. The study concludes that contextually designed, participatory role-playing can serve as a learning strategy to support children’s social morality and cooperation, particularly when it is reinforced by character habituation at school and at home. As a single-site qualitative case study, the findings are context-bound and do not establish causal relationships.]]>
