Penerapan Metode Role Play untuk Membiasakan Perilaku Sopan Santun Peserta Didik Kelas III MIS Muhammadiyah Hungayo

Abstract

This study was conducted in response to the low habituation of polite behavior among third-grade students at MIS Muhammadiyah Hungayo in Akidah Akhlak learning. Several students had not yet developed the habit of greeting others, using polite language, respecting teachers, appreciating peers, or demonstrating courteous behavior during the learning process. This condition was associated with classroom instruction that remained predominantly lecture-based, thereby limiting students’ opportunities to directly practice moral values in meaningful learning situations. This study aimed to describe the implementation of the role play method in habituating students’ polite behavior in Akidah Akhlak learning. This research employed Classroom Action Research based on the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 28 third-grade students. Data were collected through observation, interviews, and documentation, and were analyzed using descriptive qualitative analysis and simple quantitative analysis by calculating mean scores and mastery percentages. The findings revealed an improvement in students’ polite behavior following the implementation of the role play method. In Cycle I, the mean score of students’ polite behavior reached 9.5, with a mastery percentage of 25%. After instructional improvements were made in Cycle II, the mean score increased to 17.46, and the mastery percentage reached 100%. This improvement was reflected in students’ habits of greeting others, speaking politely, respecting teachers, appreciating peers, expressing gratitude, apologizing, and demonstrating courteous behavior during learning activities. These findings indicate that the role play method can serve as an alternative strategy in Akidah Akhlak learning to habituate students’ polite behavior through direct, active, and contextual learning experiences.