Role play method to increase student learning motivation in public relations and protocol management - Dian Putri Windasari; Evi Afifah Susanto; Niqmah Ida Hanifiani; Tri Murwaningsih; Endang Retna Palupi (Program Studi Pendidikan Administrasi perkantoran FKIP UNS, 2025)
Abstrak: Penelitian ini bertujuan untuk meningkatkan motivasi belajar siswa melalui penerapan metode bermain peran pada mata pelajaran Hubungan Masyarakat dan Manajemen Keprotokolan. Penelitian ini dilakukan dengan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas XI MPLB 2 sebanyak 36 orang. Data diperoleh melalui observasi, wawancara, dan angket motivasi belajar. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar siswa dari prasiklus sebesar 56,39%, menjadi 64,38% pada siklus I, dan meningkat menjadi 73,33% pada siklus II. Penerapan metode bermain peran membuat siswa lebih aktif, percaya diri, dan memahami materi secara kontekstual melalui pengalaman langsung. Data dianalisis secara deskriptif kualitatif untuk menggambarkan respon siswa terhadap proses pembelajaran dan secara kuantitatif dengan menghitung persentase skor motivasi belajar pada setiap siklus untuk melihat peningkatan yang terjadi. Penelitian ini menyimpulkan bahwa pembelajaran dengan metode bermain peran efektif dalam meningkatkan motivasi belajar siswa. Namun, keterbatasan waktu pelaksanaan menjadi kendala dalam mengukur hasil belajar secara keseluruhan. Oleh karena itu, disarankan untuk melakukan penelitian lebih lanjut dalam jangka waktu yang lebih panjang dan mengeksplorasi dampaknya terhadap pencapaian kompetensi lainnya. Kata kunci: keterlibatan siswa; pembelajaran aktif; pembelajaran kontekstual; pendekatan reflektif; siklus pembelajaranAbstract: This study aims to increase student learning motivation through the application of the role play method on the elements of Public Relations and Protocol Management. The research was conducted with a Classroom Action Research (CAR)) approach which was carried out in two cycles. The research subjects were students of class XI MPLB 2 as many as 36 people. Data were obtained through observation, interviews, and questionnaires of learning motivation. The results showed that there was an increase in student learning motivation from pre-cycle of 56.39%, to 64.38% in cycle I, and increased to 73.33% in cycle II. The application of the role play method makes students more active, confident, and understand the material contextually through direct experience. Data were analyzed descriptively qualitatively to describe students' responses to the learning process and quantitatively by calculating the percentage of learning motivation scores in each cycle to see the improvement that occurred. This study concludes that learning with the role play method is effective in increasing students' learning motivation. However, the limited implementation time is an obstacle in measuring learning outcomes as a whole. Therefore, it is recommended that further research be conducted over a longer period of time and explore the impact on other competency achievements. Keywords: active learning; contextual learning; learning cycle; student engagement; reflective approach