Learning Approaches That Enhance Critical And Creative Thinking In Role-Playing Models

Abstrak

Abstract

Background: Traditional teacher-centered learning methods in economics education, such as lectures and one-way knowledge transfer, have proven ineffective in developing students' critical and creative thinking skills. These conventional approaches fail to engage students in active problem-solving, particularly in practical areas like financial literacy, resource management, and responsible consumption. Given the growing demand for innovative and analytical thinkers in today’s economy, there is a pressing need for pedagogical strategies that foster independent thought and decision-making.

Objective: This study investigates the impact of the role-playing method on enhancing critical thinking skills among 6th-grade students in social studies, specifically focusing on economic concepts.

Method: A quasi-experimental research design was adopted, with participants divided into control and experimental groups. Data were collected through pre- and post-tests measuring critical thinking abilities, supplemented by student questionnaires and classroom observations. Statistical analysis was performed using the Wilcoxon signed-rank test in SPSS 17 to evaluate the significance of the findings.

Results: The experimental group, which engaged in role-playing activities, demonstrated a marked improvement in critical thinking compared to the control group. Students exhibited enhanced problem-solving skills, better analytical reasoning, and increased participation in discussions. The interactive nature of role-playing created a more stimulating learning environment, boosting motivation and collaborative learning.

Conclusion: The study confirms that the role-playing method significantly enhances students' critical thinking abilities by encouraging active participation, perspective-taking, and real-world application of knowledge. These findings highlight the method’s potential as an effective alternative to traditional lecture-based instruction.

Implication: Educators should consider integrating role-playing into social studies curricula to promote deeper cognitive engagement. Further research could explore its long-term effects across different subjects and educational levels.