<![CDATA[This study examined the effect of profession-themed role play on the social-emotional development of children aged 5–6 years at TK Pembina Sendana. A quantitative quasi-experimental approach employed a nonequivalent control group pretest–posttest design. Thirty children participated, with 15 in the experimental group and 15 in the control group. The experimental group engaged in role play involving teachers, doctors, soldiers, and police officers, while the control group followed the school’s usual learning activities. Data were collected through observation and documentation. The observation indicators covered self-awareness, self-management, responsibility, and relationship skills, including recognizing feelings, regulating emotions, following rules, waiting for turns, tidying materials, cooperating, and communicating with peers. The reported analysis compared normalized gain (N-Gain) ranks using the Mann–Whitney test. The experimental group obtained a mean rank of 21.47 and a rank sum of 322.00, compared with a mean rank of 9.53 and a rank sum of 143.00 in the control group. The reported two-tailed asymptotic significance was p < .001. Classroom observations also described more positive participation following the intervention. The findings support profession-themed role play as a promising classroom approach for social-emotional learning in this setting. However, nonrandom group allocation, limited measurement information, and the absence of raw pretest–posttest scores constrain causal interpretation and the estimation of improvement magnitude. Further studies should document intervention fidelity, instrument quality, and longer-term outcomes.]]>
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