Penerapan Metode Bermain Peran Dalam Mengembangkan Sikap Sosial Anak di TK IT Peradaban Kayu Agung

Abstract

This study aims to describe the implementation of the role-playing method in developing children's social attitudes at TK IT Peradaban Kayuagung. Social attitude is one of the essential aspects of early childhood development, as it forms the foundation for character building, interpersonal interaction, and cooperative behavior among peers. Preliminary observations indicated that some children still exhibited egocentric behavior, had difficulty sharing, and lacked effective communication skills within group activities. Therefore, it is necessary to apply a learning method that naturally stimulates empathy and cooperation through engaging play-based experiences. This research employed a qualitative approach with a descriptive method. The subjects consisted of group B teachers and children aged 5–6 years at TK IT Peradaban Kayuagung. Data were collected through observation, interviews, and documentation of learning activities using the role-playing method. The data were analyzed through three stages: data reduction, data display, and conclusion drawing, following Miles and Huberman’s interactive analysis model. The results showed that the application of the role-playing method effectively improved children’s social attitudes, particularly in aspects of cooperation, empathy, responsibility, and interpersonal communication. Children became more capable of sharing roles, respecting others, and understanding their peers’ emotions when enacting various social situations such as family, school, and marketplace settings. The teacher’s role was also crucial in facilitating these activities—providing examples, motivating students, and guiding reflection after each session. Furthermore, a supportive learning environment and diverse play materials enhanced the effectiveness of the social learning process. In conclusion, the role-playing method is an effective and enjoyable learning strategy to foster social attitudes among early childhood learners. Through structured play experiences, children not only gain meaningful learning but also develop an understanding of social and moral values in contextual ways. This method can serve as an innovative alternative for early childhood educators in nurturing social character from an early age.