Analysis of Role Play in Children’s Social-Emotional Development at Madrasah Diniyah Istiqomah Tanah Kusir
DOI:
https://doi.org/10.31000/ceria.v15i1.15121Keywords:
role play, social-emotional development, early childhood, teachers, madrasah diniyahAbstract
This study aims to describe the implementation of the role play method in developing the social-emotional abilities of early childhood at Madrasah Diniyah Istiqomah Tanah Kusir. A descriptive qualitative approach was employed, involving 49 children aged 4–6 years as research subjects, along with two teachers and two parents as key informants. Data were collected through interviews, observations, and documentation, and then analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that role play activities have a positive impact on children’s social-emotional development. Children become more confident, are able to communicate effectively, collaborate with peers, and demonstrate empathy as well as improved emotional regulation. Teachers play a crucial role in facilitating these activities and instilling Islamic values, while parental support further reinforces the application of positive behaviors in the home environment. Therefore, the role play method is proven to be effective as a holistic and contextual learning strategy oriented toward the development of social-emotional character in early childhood within the madrasah diniyah setting.Downloads
References
Adi, P. N., Pramurdiasti, O., & Komalia, V. (2025). Manajemen Perilaku Dalam Pendidikan Inklusi: Isu, Tantangan, Dan Solusi Bagi Guru Dan Siswa. Consilium: Education and Counseling Journal, 5(2), 784-800. https://doi.org/10.36841/consilium.v5i2.6332
Andriani, O. (2024). HAKIKAT PENDIDIKAN INKLUISI ANAK USIA DINI (PAUD). Jurnal Pendidikan Vokasi dan Seni, 3(1), 36-44.
Andriani, O., Putra, H. M., Desrianda, I., & Antika, S. A. (2024). HAKIKAT PENDIDIKAN INKLUISI ANAK USIA DINI (PAUD). Jurnal Pendidikan Vokasi dan Seni, 3(1), 36-44. https://doi.org/10.52060/jpvs.v3i1.2923
Awanda, I., & Sari, T. M. (2024). Peran Guru dalam Pendidikan Inklusi. Quantum Edukatif: Jurnal Pendidikan Multidisiplin, 1(2), 32-38.
Bilqis, A., Riyadi, A. R., & Maulidah, N. (2025). Strategi Pengelolaan Kelas Berdasarkan Kompetensi Sosial Emosional Guru. Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar, 8(1), 1-11.
Creswel J. W, (2014). Research Design Qualitative, Quantitative, and Mixed Methods Approaches 4th Edition, SAGE Publications, Inc., California.
Hidayat, S., & Mulyadi, S. (2024). SOCIAL-EMOTIONAL COMPETENCE IN THE EARLY CHILDHOOD-ELEMENTARY SCHOOL TRANSITION PROGRAM:-. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(04), 231-245.
Kusuma, P. J., & Pustaka, D. (2025). Mengenal Lebih Dekat Anak Berkebutuhan Khusus (ABK). Detak Pustaka.
Lexy J. Moleong, Metodologi Penelitian Kualitatif (Bandung: Remaja Rosdakarya, 2020), 123.
Mulyadi, S., & Kresnawaty, A. (2020). Manajemen Pembelajaran Inklusi pada Anak Usia Dini. Tasikmalaya: Ksatria Siliwangi.
Muttaqya, A. T., Priyanto, A. S., Hidayah, A. N., & Meilana, S. F. (2025). Kesiapan Guru dalam Menghadapi Pendidikan Inklusi untuk Anak Berkebutuhan Khusus. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(01), 1351-1363.
Nasution, F. M., Nasution, H., & Harahap, A. M. (1838). Kecerdasan Emosional dalam Perspektif Daniel Goleman (Analisis Buku Emotional Intelligence). Ahkam, 2 (3), 651–659.
Noviani, N., & Istiqamah, I. (2024). MEMBANGUN KETAHANAN GURU ABK: STRATEGI MENGELOLA KONFLIK DAN MENCIPTAKAN HARMONI DISEKOLAH. Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS, 2(6), 1693-1699.
Nur, M., Sari, N., & Surya, H. (2023). Coping Stress Guru PAUD: Penanganan Anak Berkebutuhan Khusus di Sekolah PAUD Reguler. Banten: Sada Kurnia Pustaka.
Nur, M., Sari, N., & Surya, H. (2023). Coping Stress Guru PAUD: Penanganan Anak Berkebutuhan Khusus di Sekolah PAUD Reguler. Sada Kurnia Pustaka.
Rustiyana, R., Mutoharoh, M., Husin, F., Ardiansyah, W., Aryanti, N., Dameria, M., ... & Tukunang, T. D. (2025). Pendidikan Anak Usia Dini. PT. Sonpedia Publishing Indonesia.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung: CV. Alfabeta.
Setia Ningsih, Y., Rahman, A., & Putra, M. M. (2024). Strategi Guru Paud Dalam Menangani Anak Berkebutuhan Khusus di Ra Ummatan Wahidah (Undergraduate thesis, Institut Agama Islam Negeri Curup).
Sholehah, R. (2025). Kompetensi Sosial-Emosional Guru Madrasah Ibtidaiyah dalam Membentuk Lingkungan Belajar yang Adaptif dan Inovatif. ELEMENTARY: Journal of Primary Education, 3(1), 26-32.
Utami, T. S., Putri, A. A. P., Badriyah, L., & Rafizah, N. (2025). Peran Guru Paud dalam Menciptakan Lingkungan Inklusif Bagi Anak Berkebutuhan Khusus. Aulad: Journal on Early Childhood, 8(3), 1308-1317. https://doi.org/10.31004/aulad.v8i3.1376
Downloads
Published
Issue
Section
License
Authors who publish with Ceria: Jurnal Pendidikan Anak Usia Dini agree to the following terms: Authors retain copyright and grant the Ceria: Jurnal Pendidikan Anak Usia Dini right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
