Upaya Meningkatkan Kemampuan Berbicara Melalui Metode Role Playing dalam Seni Teater pada Siswa Kelas III - Umi mufida Janati; Mohammad Setyo Wardono (Nusantara Educational Review, 2026)
Penelitian ini mengkaji upaya peningkatan kemampuan berbicara peserta didik kelas III dengan menggunakan model pembelajaran role playing  di SD Cahaya Budaya. Tujuan penelitian ini adalah untuk meningkatkan kemampuan berbicara sekaligus mengetahui bagaimana reaksi mereka ketika model role playing digunakan dalam pembelajaran. Perencanaan, pelaksanaan, observasi, dan refleksi merupakan empat kegiatan utama dalam masing-masing dua siklus penelitian tindakan kelas (PTK) yang digunakan dalam penelitian ini. Dalam penelitian ini, ujian dan angket digunakan sebagai metode pengumpulan data. Angket dan lembar tes digunakan sebagai alat bantu belajar. Berdasarkan temuan penelitian, kemampuan berbicara peserta didik meningkat dari 30% pada siklus I menjadi 80% pada siklus II. Selain itu, reaksi peserta didik terhadap penerapan model pembelajaran role playing juga meningkat. Pada siklus I, tingkat respon  peserta didik meningkat menjadi 70%, dan pada siklus II mencapai 90%, yang termasuk tergolong "sangat efektif". Dengan demikian, dapat disimpulkan bahwa peserta didik kelas III SD Cahaya Budaya dapat meningkatkan kemampuan berbicara melalui penerapan model pembelajaran role playing. This study examines efforts to improve the speaking skills of third-grade students using the role-playing learning model at Cahaya Budaya Elementary School. The purpose of this study was to improve speaking skills and to determine their reactions when the role-playing model was used in learning. Planning, implementation, observation, and reflection were the four main activities in each of the two cycles of classroom action research (CAR) used in this study. In this study, tests and questionnaires were used as data collection methods. Questionnaires and test sheets were used as learning aids. Based on the research findings, students' speaking skills increased from 30% in cycle I to 80% in cycle II. In addition, students' reactions to the application of the role-playing learning model also increased. In cycle I, the student response rate increased to 70%, and in cycle II it reached 90%, which is categorised as "very effective." Thus, it can be concluded that third-grade students at Cahaya Budaya Elementary School can improve their speaking skills through the application of the role-playing learning model.