<![CDATA[This study aimed to examine the effect of the Role Play learning model on improving empathy skills among fourth-grade elementary school students. The problem addressed in this study was students’ empathy skills that had begun to develop but were not consistently demonstrated during classroom interactions, such as appreciating peers with different learning abilities and providing support to friends experiencing difficulties. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The participants were 64 fourth-grade students at SDN Lemah Luhurin in the 2025/2026 academic year, consisting of 32 students from Class IV A as the experimental group and 32 students from Class IV Bas the control group, selected from a total population of 71 students (35 in Class IV A and 36 in Class IV B). Data were collected using an empathy questionnaire based on Michele Borba’s empathy dimensions, supported by observation and documentation. The data were analyzed using validity and reliability testing, the Shapiro-Wilk normality test, Levene’s homogeneity test, and an independent sample t-test. The results showed that the data were normally distributed and homogeneous. The independent sample t-test yielded t = -3.611 with Sig. (2-tailed) < 0.001, indicating a significant difference between the experimental and control groups. Thus, the role-play learning model is effective in improving students’ empathy skills.]]>
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