Enhancing Self-Confidence through Role-Playing: Evidence from Indonesian Elementary Students

Nazwa Ahada

doi:10.1234/akademia.v1i1.45

Authors

Nazwa Ahada Syarif Hidayatullah State Islamic University Jakarta Author

DOI:

https://doi.org/10.1234/akademia.v1i1.45

Keywords:

Role-Playing Method, Self-Confidence, Elementary Education, Quasi-Experimental Study, Indonesia, Metode Role Playing, Kepercayaan Diri, Pendidikan Dasar, Kuasi-Eksperimen

Abstract

Background: Self-confidence is essential for students’ participation and academic success, yet many Indonesian elementary students show low confidence that hinders classroom engagement. This study examined the effectiveness of role-playing as a teaching method to enhance self-confidence.

Methods: A quasi-experimental design with a nonequivalent control group was applied to 73 fourth-grade students at SDN Ciputat 01, Indonesia. The experimental group received role-playing instruction, while the control group followed conventional methods. Data were collected using questionnaires and tests, then analyzed with descriptive statistics and t-tests.

Results: The experimental group improved from 69.5 (pretest) to 74.5 (posttest), while the control group remained nearly unchanged (53.05 to 53.27). Paired and independent samples t-tests indicated statistical significance (p < .001), with a large effect size (Cohen’s d = 0.85; 95% CI of posttest mean difference: +17.0 to +25.5), evidencing the practical impact of role-playing on students’ self-confidence.

Conclusions: Role-playing proved effective in boosting students’ self-confidence, underscoring the value of interactive and participatory approaches in elementary education. Broader application across subjects and levels is recommended.

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