Upaya Meningkatkan Percaya Diri Melalui Metode Bermain Peran

Abstract

The background of this study is that there are still children who lack confidence in communication, socialization, interaction, and learning activities. As a result, these children cannot directly demonstrate their work or learning outcomes and also have difficulty playing with their peers. Therefore, the development of self-confidence is truly needed by children so that in the future they will not be afraid to demonstrate all their abilities and can maximize and develop their potential, which can be beneficial for themselves and others. For this reason, it is necessary to conduct research to improve and enhance children's self-confidence, and the author is interested in using the role-playing method to enhance children's self-confidence.

Based on this background, the author has formulated the following research questions: 1). How is the role-playing method applied to Group B at Tiara Bunda Kindergarten in Cibuluh Village? 2). What is the level of self-confidence among children in Group B at Tiara Bunda Kindergarten in Cibuluh Village? 3). Can the role-playing method increase the self-confidence of children in Group B at Tiara Bunda Kindergarten in Cibuluh Village? This study aims to: 1). To determine the application of the role-playing method in Group B at Tiara Bunda Kindergarten in Cibuluh Village. 2). To describe the self-confidence of children in Group B at Tiara Bunda Kindergarten in Cibuluh Village. 3). To examine efforts to improve children's self-confidence through the role-playing method in Group B at Tiara Bunda Kindergarten in Cibuluh Village. The research method used was Classroom Action Research. This study was conducted in three cycles. The research subjects were 23 children in Group B at Tiara Bunda Kindergarten in Cibuluh Village. Data collection techniques included observation and documentation to complement the research object data. The instrument used was an observation sheet. Data analysis was conducted qualitatively. The success indicators set were that if the children achieved individual learning completeness, they would reach the Expected Development (BSH) level, and for the class level, at least 75% of the 23 children would have self-confidence with the Expected Development (BSH) criteria. The research results indicate an increase in the data obtained before the cycle and after the implementation of the action in cycles 1, 2, and 3. The percentage of children in the “Developing as Expected” (BSH) category was 40% in the pre-cycle, 53.4% in Cycle 1, 62.6% in Cycle 2, and 78.1% in Cycle 3. This study was deemed successful as it achieved the predetermined success indicator of 75%.