<![CDATA[This study explores the effectiveness of the role-playing method in group counseling sessions to encourage students’ learning motivation. Using a qualitative approach in the form of a case study, the research was conducted at the junior high school level involving six students who were purposively selected. Data were collected through in-depth interviews, non-participant observations, and document analysis. The data analysis adopted the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of role-playing techniques in classical guidance significantly improved students’ learning motivation in various aspects, including internal drive, persistence in learning, and academic goals. Role-playing created a dynamic and engaging learning atmosphere, providing students with opportunities to analyze situations related to academic challenges and achievements. This study concludes that role-playing is an effective method in group counseling for fostering junior high school students’ intrinsic learning motivation.]]>
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