A COMPARATIVE STUDY OF ROLE PLAYING AND VIDEO-BASED LEARNING METHODS ON CIVICS EDUCATION LEARNING OUTCOMES OF FIRST GRADE STUDENTS AT SD NEGERI 181 PEKANBARU

Abstract

This study aims to compare the effectiveness of the Role Playing and Video-Based Learning (VBL) methods on the learning outcomes of Civics Education (PPKn) among first-grade students at SD Negeri 181 Pekanbaru. The background of this research is based on the low achievement of the Minimum Mastery Criteria (KKM) in Civics Education, as well as the dominant use of conventional, less interactive teaching methods. The research employed a quasi-experimental method with a pretest–posttest design in two treatment groups. The instrument used was a learning achievement test in the form of multiple-choice and short-answer items, which had been tested for validity and reliability. Data were analyzed using mean difference tests (t-tests) and regression analysis. The results showed that both Role Playing and Video-Based Learning significantly improved student learning outcomes. However, there was a difference in effectiveness between the two methods: Role Playing proved superior in fostering conceptual understanding and social skills, while Video-Based Learning was more effective in enhancing information retention through visual and auditory media. The study concludes that combining both methods holds great potential in creating a more active, contextual, and meaningful learning experience. These findings are expected to serve as a reference for teachers in developing adaptive Civics Education strategies that align with the characteristics of elementary school students.