<![CDATA[This research was motivated by the less-than-optimal activeness of fifth-grade students during the learning process. Based on preliminary observations, the learning process tended to use lectures, exercises, and assignments, resulting in limited student involvement in learning activities. Meanwhile, the teacher was familiar with the Role Playing method but had not yet implemented it in the fifth-grade classroom. This condition indicates a gap between the expected learning process, which should actively involve students, and the actual learning conditions in the classroom. This research aimed to describe the implementation of the Role Playing learning method in terms of student activeness. This research employed a quantitative approach with a descriptive research design. The subjects consisted of 21 fifth-grade students. Data were collected through observation using an observation sheet for the implementation of the Role Playing method and an observation sheet for student activeness. The results showed that the implementation of the Role Playing method obtained a score of 39 out of 50, with a percentage of 78%, categorized as good. Student activeness obtained a total score of 624, an average score of 3.71, and a percentage of 74.29%, categorized as active. Of the 21 students, 15 were categorized as active, 4 as fairly active, and 2 as very active.]]>
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