Pengaruh Model Pembelajaran Role Playing Terhadap Kesadaran Sejarah Siswa Pada Sub Materi Perlawanan Terhadap Kolonialisme dan Imperialisme

The Influence of Role Playing Learning Model on Historical Awareness Sub Material Resistance Against Colonialism and Imperialism

Penelitian ini bertujuan guna mengetahui perbedaan akibat pengaruh penerapan model pembelajaran role playing terhadap kesadaran sejarah siswa kelas VIII pada sub materi perlawanan terhadap kolonialisme dan imperialisme. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group. Menggunakan purposive sampling, peneliti mengambil kelas VIII D sebagai kelas eksperimen yang diberi perlakuan berupa penerapan model pembelajaran role playing dan kelas VIII B sebagai kelas kontrol yang diberi perlakuan berupa penerapan model pembelajaran konvensional. Temuan penelitian berupa hasil observasi pada masing-masing kelas dan jawaban angket kesadaran sejarah yang dibagikan kepada siswa setelah penerapan pembelajaran. Rata-rata skor keterlaksanaan pembelajaran dan aktivitas siswa di kelas eksperimen sebesar 3,62 (Sangat Baik) sedangkan pada kelas kontrol sebesar 3,12 (Baik). Berdasarkan hasil angket, kesadaran sejarah siswa kelas eksperimen memperoleh persentase sebesar 83% (Tinggi), sedangkan pada kelas kontrol sebesar 78% (Tinggi). Uji hipotesis yang dilakukan menggunakan independent sample t-test memperoleh nilai sig. sebesar 0,000, yang artinya terdapat perbedaan kesadaran sejarah yang signifikan akibat pengaruh penerapan pembelajaran role playing.

This study aims to determine the differences due to the influence of the application of role playing on the historical awareness of class VIII students in the sub-material of resistance to colonialism and imperialism. This study used quasi-experimental method with nonequivalent control group design. Using purposive sampling, the researcher took class VIII D as the experimental class which was given treatment of applying the role playing and class VIII B as the control class which was given treatment of applying the conventional learning model. Research findings were observation in each class and answer of historical awareness questionnaire which were distributed to students after the application of learning. The average score of the implementation of learning and student activity in the experimental class was 3.62 (Very Good) while in the control class it was 3.12 (Good). Based on the results of the questionnaire, the students' historical awareness in the experimental class obtained a percentage of 83% (High), while in the control class it was 78% (High). The hypothesis test was carried out using an independent sample t-test to obtain a sig. of 0.000, which means that there is a significant difference in historical awareness as a result of the influence of the application of role playing.