<![CDATA[Understanding character traits and moral values in novel learning is a crucial aspect of strengthening character education and literary literacy. This study aims to describe the implementation of the role-playing technique to improve students’ understanding of character traits and moral values in novel learning. This research employed a Classroom Action Research (CAR) design, conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were 34 students of class XII IPS 1 at SMAN 1 Bululawang in the 2024/2025 academic year. Data collection techniques included observation, documentation, and written tests in the form of pre-tests and post-tests, with data analyzed both quantitatively and qualitatively. The results indicated a significant improvement in students' ability to analyze character traits and understand moral values after the implementation of role-playing. These findings suggest that learning based on direct experience and social interaction, as explained in the constructivist theories of Jean Piaget and Lev Vygotsky, is effective in literature learning. The implications of this study demonstrate that role-playing can serve as an enjoyable contextual learning strategy while also enhancing students' social skills, empathy, critical thinking, and collaboration. ABSTRAKPemahaman terhadap karakter tokoh dan nilai moral dalam pembelajaran novel merupakan aspek penting dalam penguatan pendidikan karakter dan literasi sastra. Penelitian ini bertujuan mendeskripsikan penerapan teknik role playing untuk meningkatkan pemahaman karakter tokoh dan nilai moral dalam pembelajaran novel. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 34 peserta didik kelas XII IPS 1 SMAN 1 Bululawang Tahun Ajaran 2024/2025. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, serta tes tertulis berupa pre-test dan post-test, dengan analisis data secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan peningkatan signifikan dalam kemampuan peserta didik menganalisis karakter tokoh dan memahami nilai moral setelah penerapan role playing. Temuan ini mengindikasikan bahwa pembelajaran berbasis pengalaman langsung dan interaksi sosial sebagaimana dijelaskan dalam teori konstruktivisme oleh Jean Piaget dan Lev Vygotsky, efektif diterapkan dalam pembelajaran sastra. Implikasi dari penelitian ini menunjukkan bahwa role playing dapat menjadi strategi pembelajaran kontekstual yang menyenangkan, sekaligus memperkuat keterampilan sosial, empati, berpikir kritis, dan kolaboratif peserta didik.]]>
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