THE DIFFERENCES OF SOCIAL SCIENCES LEARNING BY TEACHING USING

ROLE PLAY AND COMMUNICATIVE METHOD AT FOURTH GRADE SD NEGERI

UMBULHARJO YOGYAKARTA

Asrul Anas
Elementary School Program
Sarjanawiyata Tamansiswa University
E-mail: Asrulanas27@gmail.com

Abstract: This study aims to determine the tendency of IPS learning outcomes of fourth grade
students of SD Negeri in Umbulharjo Yogyakarta, whose learning uses role playing method
descriptively. It is comparative to know the difference of IPS learning result of fourth grade
students of SD Negeri in Umbulharjo sub-district of Yogyakarta among those taught using role
playing method and discussion method. The result of descriptive research shows that the
tendency of IPS learning achievement of fourth grade students of SD Negeri in Umbulharjo sub-
district, Yogyakarta whose learning using role playing method with average value 19,8519 in
normal curve is in medium category with interval between 15,48 to 18 , 39 while the learning
using the discussion method with an average value of 16.8431 in the normal curve is in the
moderate category at intervals between 15.41 to 18.28. There is a very significant difference in
the results of study of IPS grade 4 students of SD Negeri in Umbulharjo Yogyakarta between
learning using role playing method with discussion method.

Keyword: Role playing, Communicative and Result of Study

INTRODUCTION

Teaching and learning process Learning success. If the success of learning

includes several aspects such as approaches is achieved, then there is also a good
and methods of learning. The main purpose education for the progress of a nation. One
of using methods in learning to achieve to realize a good education the government
has regulated in the law that every citizen
has the same right to obtain quality
education. As contained in the Law of the
Republic of Indonesia Number 20 of 2003
on National Education System Chapter I
article 1 as follows:
Education is a conscious and well-
planned effort to create an
atmosphere of learning and so that
students actively develop their
potential to have spiritual spiritual
power, self-control, personality,
intelligence, noble character, as well
as skills needed by him, society,
nation and country.
Education has an important role in
developing the potential of students to be
human beings who believe, piety, noble
character, healthy knowledgeable, capable,
creative, independent and responsible. One
of the subjects that can develop it is Social
Science subject (IPS).
Social Science or so-called IPS is a
field of study that studies, examines,
analyzes the symptoms and social problems
in society by reviewing from various aspects
of life or a combination (Sardiyo, et al.
2009: 1.26). The subjects of IPS are
structured systematically, comprehensively,
and integrated in the learning process
towards maturity and success in life in
society. The approach is expected that
students will gain a broader and deeper
understanding in the related fields of
science. But it can all be achieved if students
can directly involve directly in learning.
Based on observations made by
researchers on April 4-6, 2016 in some
elementary schools Umbulharjo in the
subjects of low IPS, students only rely on
the teacher as a source of learning and
students are not fully involved directly in the
lesson, in addition to methods that are taught
by teachers are less varied and the method of
discussion becomes the only method that is
often used so that students are less interested
in learning IPS.
Student learning outcomes in some
elementary schools Umbulharjo sub-district
is still less optimal this can be proven by the
average daily value of some elementary
school class IV in IPS subjects is still under
KKM (Minimum Criterion Exhaustiveness).
While the KKM for social studies subjects is
70.
The cause of the occurrence of the
problem due to the learning process
conducted by the dominant teacher using
lecture and discussion methods and the lack
of understanding of teachers in optimizing
the use of learning methods so that students
feel bored and unable to master the learning
materials IPS. In order for the learning
process to run well and the learning
objectives are achieved, the teacher needs to
have the ability to use varied learning
methods that can attract students' attention
and focus on the material being taught.
Students who is directly involved in the
learning process will make it easier for
students to understand the lessons and the
results of student learning can be achieved
maximally.
One of method that can be used so
that students can be directly involved in the
learning process that is Role Playing
method. The role playing method explores
the relationships between people by
demonstrating and discussing together
students can explore feelings, attitudes,
values and problem solving strategies as a
role play learning method rooted in personal
and social dimensions. Suitable for IPS
subjects that stress on the immediate
experience that is expected to be embodied
in the behavior of everyday life.
According to Sugihartono (2007: 83)
role playing or role playing method is a
method of learning through the development
of imagination and appreciation of students
by the way of playing a character both life
and inanimate figures, this method can
develop appreciation, responsibility, and
skilled in interpreting the material studied.
The same is stated by Yuliana (2012: 12)
role playing is a way of mastery of learning
materials through the development of
imagination and appreciation of students.
The development of the imagination and
appreciation of students is done by acting as
a living or dead figure.
Role playing method is a method that
makes students active in learning because
students are assigned to play a role in
discusses learning materials learned.
Although it is time consuming and requires
careful preparation, it is very effective to
make students more active in learning
because the learning center is in the role-
playing students, while the non-role-playing
students can observe and understand the
material presented by role players. That way
students can concentrate and active to follow
IPS lessons. In addition, this method can
foster students' interest and motivation in
IPS lesson. Thus the application of role
playing methods can help improve student
learning outcomes in IPS learning.
According to Hasibuan (2008: 20)
discussion is a process of seeing two or
more individuals who interact verbally and
face to face with a defined goal or goal
through the exchange of information,
defending opinions, or breaking the masah. METHODELOGY
While the method of discussion is a way of
This research was conducted on the
presenting the lesson material in which the
fourth grade students at SD Negeri in
teacher gives the students (groups of
Umbulharjo Yogyakarta. Implementation of
students) the opportunity to hold a scientific
this research is done even semester for 5
discussion to collect opinions, make
months that is in March September 2017.
conclusions, or arrange various solutions to
a problem. In this study, the type of research
used is quasi experiment. It is said quasi
While the method of discussion in
experiment or quasi experiment, because in
the process of teaching and learning
this type of research does not meet the
according to Suryosubroto (2002: 179) is a
requirements set forth in pure research
way of presenting the lesson material where
(Sugiyono, 2009: 77). This type of research
the teacher provides opportunities for
aims to determine the cause of effect
students to hold a scientific discussion to
between two subject factors or comparison
collect opinions, make conclusions or
groups. The experimental group was the
arrange various solutions or problem
treated group and the comparison group was
solving.
the group that did not receive treatment, and
Meanwhile, according to Djamarah manipulated one variable in the
(2006: 87) Discussion method is the way of experimental group and compared the un-
presenting the lesson, where students are manipulated group.
faced with a problem that can be a statement
The research design used in this
or question that is problematic to be
research is pretest posttes control group
discussed and solved together. In this
design. Sugiyono (2015, 112-113) states that
discussion the teaching and learning process
in this design there are two groups selected
takes place, where between two or more
at random, then given a pretest to know the
individuals involved, exchanging
initial state between the experimental group
experiences, information, solving problems,
and the control group.
can occur as well as active, no passive
listener.
 The tendency of IPS learning
Rata d Zhi Zta Keter
Variabel outcomes in the experimental class taught
-rata b tung bel angan

Metode using the role playing learning method

15,1
role 1 followed by 54 students got the average
playing 2963 score of 19.8519 and the standard deviation
0 0, 1, Seim
Metode 15,0 2.91649. Based on these data, we can
diskusi 1961 3 17 65 bang arrange the criteria of the normal curve
DISSCUSSION AND DATA FINDING using the following five scales.

The result of IPS learning was The tendency of control class

obtained from fourth grade students of SD learning outcomes that were taught using
Negeri Pandeyan and SD Negeri Golo with discussion method followed by 51 students
54 students as experimental class whose got the average score of 16,8431 and
learning using Role playing learning method standard deviation 2,86617. Based on these
and fourth grade students of SD Negeri data, we can arrange the criteria of the
No Eksperime normal curve using the following five
Kelas Kontrol Perbedaan
. n
1. Nilai 15,12963 15,01961 0,11002 scales.
Rata-
rata ( 1) 16,8431 + 1,5 × 2,86617 = 21,14
X) = Excellent
2. Standar 3,69112 2,83894 0,85218 2) 16,8431 + 0,5 × 2,86617 = 18,28 −
Deviasi
(SD) 21,14 = Good
3) 16,8431 - 0,5 × 2,86617 = 15,41 −
Warungboto and SD Negeri Glagah with 51
18,28 = Medium
students as control class which learning
4) 16,8431 - 1,5 × 2,86617 = 12,54 −
using method of discussion.
15,41 = Low
Tabel 4.1 Average and Standard Deviation 5) 16,8431 - 1,5 × 2,86617 = dibawah
on Pre Test 12,54 = Very Low

From the results of study obtained

the average score of experimental class
Table 4.2 Summary of Pretest Balance Test
19,8519 and ideal score 19.50. Because
Results
19,8519> 19,50 then it can be concluded
that the results of learning IPS fourth grade follow it. This makes the students gain
students of SD Negeri Pandeyan and SD understanding is not maximal, so that
Negeri Golo as an experimental class taught learning with discussion method enables the
using the method of learning Role playing achievement of student learning outcomes
has a tendency of being. that are less good. If this method of learning
is used to make students less active which
From the results of the study
leads to lower IPS learning outcomes. It can
obtained the average score of the
be concluded that learning will be more
experimental class 16,8431 and the ideal
effective if centered on students because
average score of 16.50. Because 16,8431>
students will be more active.
16,50 it can be concluded that the tendency
of IPS learning outcomes of control class
students who taught using discussion
CONCLUSION AND SUGGESTION
method is classified moderate.
Conclusion
In IPS learning by using role playing
method is believed to make students more 1. Descriptively
active in individual and group learning. Role a. The tendency of IPS
Playing method is a fun and interesting learning outcomes The
learning because students can play a direct fourth grade students of SD
role in teaching and learning process. In Negeri in Umbulharjo sub-
addition, this method can foster students' district experimental group
interest and motivation in IPS lesson. Thus using the learning method
the application of role playing methods can of Role playing are high.
help improve student learning outcomes in b. The tendency of IPS
IPS learning. learning result The fourth
grade students of SD
Communicative method is a method
Negeri in Umbulharjo sub-
of learning that is still often used in learning
district control group using
in school, as the main method. In this
discussion method is
method implemented with the group so that
classified as moderate.
students feel saturated, because only those
2. Comparatively
who are active in a group while others just
 The result of hypothesis test
shows that the price of z arithmet =
5.328> ztabel = 1.65. Based on these
values, then ha accepted, meaning
there are differences in IPS learning
outcomes are taught by using the
method of playing with the method
of learning discussion. Hypothesis
test is supported by the average value
of student learning outcomes that are
taught using role playing method of
19,8519 and the average of student
learning outcomes that are taught
using discussion method 16,8431.
Based on the averages, it can be
explained that the role playing
method is more effective
improving the IPS learning outcomes
compared to the method
discussion learning.
The result of hypothesis test
shows that there are difference of
learning result of IPS which is taught
by using role playing method with
discussion method. The implication
is role playing is done with the game
so that in practice unnoticed the
atmosphere of teaching and learning
activities become fun because
students learn while playing. Thus,
students more easily and interested
in learning the subject matter that
impact on the increasing learning
outcomes of social studies subjects.
The increase is because students are
accustomed to learn to use the
method of role playing, so that the
learning achievement obtained
better.
Suggestion
Based on the results of study, the
researcher gives some suggestion as follows.
1. For students, should always
in improve the results of IPS
learning, which is active in
of learning and always develop
a positive attitude in
learning to develop
knowledge.
2. Teachers are expected in IPS
learning using a variety of
learning models, one of
them using Role Playing for
student learning outcomes to
increase.
3. For parents, is expected to
educate, guide the children
and learn.
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