<![CDATA[Social studies learning is expected not only to develop students’ cognitive abilities but also their cooperation and critical thinking skills, which are essential for addressing social issues. However, learning activities that provide limited opportunities for interaction, direct experience, and problem solving may hinder the optimal development of these competencies. This study aims to analyze the effectiveness of the Role Playing model assisted by Card Game and Learn on students’ cooperation and critical thinking skills in social studies learning. The study employed a quantitative approach with a quasi-experimental design using a Nonequivalent Pretest-Posttest Control Group Design. The participants were 54 eighth-grade students at SMP Negeri 22 Surabaya, divided into an experimental class and a control class, each consisting of 27 students. Data were collected through observation, a cooperation questionnaire, and a critical thinking test. Data analysis included descriptive statistics, Shapiro-Wilk normality testing, Levene’s homogeneity testing, MANOVA, Tests of Between-Subjects Effects, and Cohen’s d effect-size analysis. The MANOVA results indicated a significant multivariate difference in students’ cooperation and critical thinking between the experimental and control classes, with Pillai’s Trace = 0.519, F(2,51) = 27.475, p < .001, and Partial Eta Squared = 0.519. Follow-up analysis also showed significant differences in cooperation and critical thinking. The effect sizes were large for both variables, indicating a substantial difference between the groups. The novelty of this study lies in integrating Role Playing with Card Game and Learn as a unified learning strategy that combines problem-based card stimuli, role enactment, group interaction, discussion, and reflection to simultaneously support students’ cooperation and critical thinking in social studies learning. ABSTRAK Pembelajaran IPS tidak hanya dituntut untuk mengembangkan kemampuan kognitif siswa, tetapi juga karakter kerja sama dan kemampuan berpikir kritis yang diperlukan dalam menghadapi permasalahan sosial. Namun, pembelajaran yang kurang melibatkan interaksi, pengalaman langsung, dan pemecahan masalah dapat menyebabkan kedua kemampuan tersebut belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis efektivitas model Role Playing berbantuan Card Game and Learn terhadap karakter kerja sama dan kemampuan berpikir kritis siswa dalam pembelajaran IPS. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experiment melalui Nonequivalent Pretest-Posttest Control Group Design. Subjek penelitian terdiri atas 54 siswa kelas VIII SMP Negeri 22 Surabaya yang terbagi dalam kelas eksperimen dan kelas kontrol, masing-masing sebanyak 27 siswa. Pengumpulan data dilakukan melalui observasi, angket karakter kerja sama, dan tes kemampuan berpikir kritis. Analisis data meliputi uji normalitas, uji homogenitas, MANOVA, Tests of Between-Subjects Effects, dan analisis effect size menggunakan Cohen’s d. Hasil MANOVA menunjukkan adanya perbedaan multivariat yang signifikan pada karakter kerja sama dan kemampuan berpikir kritis antara kelas eksperimen dan kelas kontrol, dengan Pillai’s Trace = 0,519, F(2,51) = 27,475, p < 0,001, dan Partial Eta Squared = 0,519. Analisis lanjutan juga menunjukkan adanya perbedaan signifikan pada karakter kerja sama dan kemampuan berpikir kritis. Effect size menunjukkan efek yang besar pada kedua variabel. Kebaruan penelitian ini terletak pada integrasi Role Playing dengan Card Game and Learn sebagai strategi pembelajaran terpadu yang menggabungkan stimulus permasalahan melalui kartu, bermain peran, interaksi kelompok, diskusi, dan refleksi untuk mendukung karakter kerja sama sekaligus kemampuan berpikir kritis siswa dalam pembelajaran IPS.]]>
