<![CDATA[This study employed a validation data collection technique. From the data collection results, the method validation analysis by experts yielded a score of 72.5 per cent, which falls within the ‘highly acceptable’ category; subsequently, the content validation analysis yielded a score of 81.8 per cent, which also falls within the ‘highly acceptable’ category. The data analysis techniques employed included normality tests, homogeneity tests and hypothesis testing, specifically the paired-sample t-test. The normality test examined the use of the psychodrama simulation method in improving pupils’ learning ability; prior to the intervention, the average pre-test score was 56.77, whilst the post-test score was 78.71. The homogeneity test indicated that the data were normally distributed and had homogeneous variances, with a significance value (P-value) was 0.000, which is smaller than the significance threshold of 0.05; therefore, it can be concluded that the variances of the learning outcome data are homogeneous. The statistical hypothesis test utilised the paired-sample t-test at a significance level of 0.05. The research results showed that the mean post-test score was higher than the mean pre-test score. The results of the Paired-Sample t-test yielded a significance value (2-tailed) of 0.000 < 0.05; therefore, H₀ is rejected and H₁ is accepted. Consequently, it can be concluded that the use of the psychodrama simulation method has a significant effect on improving pupils’ learning outcomes in Civic Education lessons. Based on the above data, the researcher concludes that H₁ is accepted and H₀ is rejected, meaning that the use of the psychodrama simulation method has an effect on improving pupils’ learning outcomes in Civic Education lessons for Year 4 at SD GMIT 25 FANATING.]]>
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