<![CDATA[This study aims to enhance students’ empathy through the application of the Role Emotion method in the Akidah Akhlak class for 8th Grade Class C at MTs Jakarta Pusat. The study employed a Classroom Action Research (CAR) approach combining quantitative and qualitative data, based on the Kemmis and McTaggart model, which consists of two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects were 31 eighth-grade Class C students selected based on initial observations indicating low levels of empathy, particularly regarding concern for peers and understanding others’ feelings. Data were collected through tests, observations, emotion journals, and documentation. The results showed an increase in students’ empathy in each cycle. In Cycle I, the percentage of students meeting the criteria increased from 32.26% to 38.71%, while in Cycle II it increased from 67.86% to 75.00%, with an average posttest score of 80.00. Qualitative findings from the emotion journals and observations reinforced the quantitative results, showing that students became more caring, actively collaborated, and were able to understand their peers’ feelings. This study concluded that the Role Emotion method is effective in enhancing students’ empathy in Akidah Akhlak instruction at junior high madrasahs and can serve as an alternative for affective learning.]]>
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