Penerapan Metode Role Playing untuk Meningkatkan Kepercayaan Diri Siswa pada Pembelajaran Senam Irama di Kelas VII SMPN 13 Banjarbaru

Penelitian ini dilatarbelakangi oleh rendahnya kepercayaan diri siswa dalam pembelajaran senam irama pada mata pelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK). Siswa masih malu tampil di depan kelas, ragu melakukan gerakan, kurang aktif berpartisipasi, dan takut melakukan kesalahan. Meskipun metode role playing telah banyak diteliti dalam pembelajaran interaksi kelas dan komunikasi, masih terbatas penelitian tindakan kelas yang mengkaji penerapannya dalam pembelajaran senam irama untuk meningkatkan kepercayaan diri siswa pada konteks PJOK. Penelitian ini bertujuan mengetahui peningkatan kepercayaan diri siswa melalui metode role playing. Penelitian menggunakan Penelitian Tindakan Kelas (PTK) model Kurt Lewin yang dilaksanakan dalam dua siklus dengan subjek 29 siswa kelas VII SMPN 13 Banjarbaru. Teknik pengumpulan data menggunakan observasi dan dokumentasi. Indikator kepercayaan diri yang diamati meliputi keberanian tampil, aktif berpartisipasi, menunjukkan sikap percaya diri, tidak takut melakukan kesalahan, dan kemampuan mengemukakan pendapat. Data dianalisis menggunakan teknik deskriptif persentase. Hasil penelitian menunjukkan persentase siswa kategori “Baik” dan “Sangat Baik” meningkat dari 27,59% pada pra-siklus menjadi 65,52% pada siklus I dan 82,76% pada siklus II. Temuan penelitian menunjukkan bahwa metode role playing berkontribusi terhadap peningkatan kepercayaan diri siswa dalam pembelajaran senam irama pada konteks kelas yang diteliti.

Implementation of the Role-Playing Method to Improve Students’ Self-Confidence in Rhythmic Gymnastics Learning for Seventh-Grade Students at SMPN 13 Banjarbaru

Abstract

This study was motivated by the low level of students’ self-confidence in rhythmic gymnastics learning in Physical Education, Sports, and Health (PJOK). Students were still reluctant to perform in front of the class, hesitant in performing movements, less active in participating, and afraid of making mistakes during the learning process. Although the role-playing method has been widely studied in classroom interaction and communication learning, there is still limited classroom action research examining its application in rhythmic gymnastics learning to improve students’ self-confidence in the context of physical education. This study aimed to examine the improvement of students’ self-confidence through the implementation of the role-playing method. This study employed Classroom Action Research (CAR) using the Kurt Lewin model conducted in two cycles involving 29 seventh-grade students of SMPN 13 Banjarbaru. Data were collected through observation and documentation techniques. The indicators of self-confidence observed included the courage to perform in front of others, active participation in learning activities, showing self-confidence, not being afraid of making mistakes, and the ability to express opinions. The data were analyzed using descriptive percentage analysis. The results showed that the percentage of students categorized as “Good” and “Very Good” increased from 27.59% in the pre-cycle to 65.52% in Cycle I and 82.76% in Cycle II. The findings indicate that the role-playing method contributed to improving students’ self-confidence in rhythmic gymnastics learning within the context of the class studied.