<![CDATA[The development of religious and moral values as well as social-emotional skills in early childhood still requires reinforcement, as learning that focuses primarily on delivering concepts does not always provide children with meaningful opportunities to apply positive behaviors in real-life situations. This condition highlights the need for active and contextual learning strategies that enable children to develop religious, moral, and social-emotional behaviors through direct experiences. This study aimed to analyze and examine the effectiveness of the role-playing method in improving religious and moral values and social-emotional skills among young children. This study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The participants consisted of 40 children aged 5–6 years. Data were collected through observation and documentation using validated research instruments. The data were analyzed using normality and homogeneity prerequisite tests, one-way ANOVA, and two-way ANOVA. The results showed that the role-playing method had a significant effect on children’s religious and moral values and social-emotional skills. The analysis also revealed a significant interaction between the treatment and the developmental aspects examined. Children who participated in role-playing activities demonstrated better development in honesty, politeness, responsibility, empathy, cooperation, and emotional regulation. Therefore, role playing can serve as an effective instructional strategy for supporting children’s holistic character development and has implications for strengthening active, contextual, and experience-based learning in early childhood education.]]>
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