<![CDATA[Mathematics learning achievement among elementary school students is still relatively low, one of the reasons being the predominantly passive teaching approach that minimizes direct student involvement. This study aims to examine the impact of using the role playing method as an instructional approach aimed at achieving the mathematical competence of fourth grade students at SD 38 Janna-Jannaya. This study used a quantitative method through a one group pretest-posttest pre-experimental design. There were 16 students participating in this study, with multiple-choice questions used for the pretest and posttest. The data were analyzed using a paired t-test. The results of data processing showed an increase in the average score from 58.12 to 85.18, accompanied by an increase in learning completeness from 19% to 87.5%. Statistical tests showed a value (Sig.) of 0.000 (< 0.05), which ultimately led to the conclusion that the role-playing method had a significant impact on students' mathematics learning achievement. These findings indicate that the use of the role-playing method not only strengthens conceptual understanding and calculation skills but also fosters collaboration and communication skills among students during the learning process. This study opens up opportunities for further research on the application of role playing in other mathematics topics, different levels of education, or in combination with digital media to optimize student engagement in more interactive learning.]]>
Copyrights © 2025
