<![CDATA[Social studies learning plays an important role in shaping the character of students, especially in understanding events and problems of everyday life. The purpose of this study is to describe the effectiveness of the role-playing model in social studies learning as an effort to form empathy character in inclusive students at SMP III Budhaya. This study uses a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation, with the main informants being Social Studies Teachers, Guidance and Counseling Teachers, and Parents of inclusive students who were selected purposively. Data analysis involved three stages: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the role-playing model in social studies learning is effective in increasing empathy in inclusive students. This increase is seen in the roles played by students on topics such as contemporary history and natural disasters, supported by observation, imitation, and self-efficacy strategies. In addition to empathy, this model also improves other social skills that are important for inclusive students. However, this study also found various obstacles, especially related to the special needs of inclusive students. This study concludes that the role-playing model is an effective method in forming the character of empathy and social skills of inclusive students, with the note that its implementation must be adjusted to the individual needs of each student.]]>
Copyrights © 2024
