<![CDATA[The Role Playing method provides students with opportunities to participate directly in learning through acting, interaction, cooperation, and reflection. However, observations in Grade V at SDN 1 Bora indicated that some students remained passive, lacked confidence in speaking, and experienced difficulties in communication and collaboration. This study aims to analyze the implementation of the Role Playing method and student activeness in Social Studies learning in Grade V and to identify supporting and inhibiting factors. A qualitative case study design was employed. The participants were 18 fifth-grade students, while five students and one fifth-grade teacher were selected as interview informants using purposive sampling. Data were collected through observation, semi-structured interviews, documentation, and a student response questionnaire, and analyzed using Miles and Huberman’s interactive model. The findings show that Role Playing supported communication, cooperation, participation, confidence, and understanding of Social Studies concepts. The questionnaire produced a score of 311 out of 320, equivalent to 97.19%, indicating a very high positive response. Four students still experienced difficulties in internalizing their roles and performing confidently. Effective teacher guidance, appropriate role assignment, and structured reflection are therefore important for maximizing the learning benefits of Role Playing.]]>
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