Bermain Peran sebagai Upaya Meningkatkan Keterampilan Sosial Anak Kelompok B TK Giardinni Bangodua
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12373Keywords:
bermain peran, keterampilan sosial, anak usia dini, penelitian tindakan kelas, TKAbstract
Keterampilan sosial merupakan salah satu aspek penting dalam perkembangan anak usia dini karena berkaitan dengan kemampuan anak berinteraksi dan menyesuaikan diri dalam lingkungan sosial. Berdasarkan observasi awal di Kelompok B TK Giardinni Bangodua, ditemukan bahwa beberapa anak masih mengalami kesulitan dalam memahami dan menaati aturan serta sabar menunggu giliran dalam kegiatan bersama. Penelitian ini bertujuan untuk meningkatkan keterampilan sosial anak melalui metode bermain peran di Kelompok B TK Giardinni Bangodua. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian berjumlah 15 anak kelompok B dengan rentang usia 5–6 tahun. Pengumpulan data dilakukan melalui observasi dan unjuk kerja, sedangkan analisis data menggunakan persentase ketercapaian pada setiap indikator. Hasil penelitian menunjukkan adanya peningkatan keterampilan sosial anak setelah penerapan metode bermain peran. Pada kondisi pra tindakan, kategori Berkembang Sangat Baik (BSB) pada indikator memahami dan menaati aturan serta sabar menunggu giliran masing-masing sebesar 6,67%. Pada Siklus I pertemuan ketiga, capaian BSB meningkat menjadi 53,33% dan 60,00%. Selanjutnya, pada Siklus II pertemuan ketiga, kedua indikator mencapai 86,67%, sehingga melampaui indikator keberhasilan penelitian sebesar 80%. Dengan demikian, metode bermain peran dapat menjadi salah satu alternatif kegiatan pembelajaran untuk meningkatkan keterampilan sosial anak usia dini, khususnya dalam memahami dan menaati aturan serta sabar menunggu giliran.
References
Adam, N., Blaye, A., Gulbinaite, R., Chabé-Ferret, S., & Farrer, C. (2022). A multidimensional evaluation of the benefits of an ecologically realistic training based on pretend play for preschoolers’ cognitive control and self-regulation: From behavior to the underlying theta neuro-oscillatory activity. Journal of Experimental Child Psychology, 216, Article 105348. https://doi.org/10.1016/j.jecp.2021.105348
Al-Anwary, A. M., Idariyanti, I., Rosadi, K. I., Hayat, N., & Ahlina, S. (2024). Model pembelajaran sentra bermain peran dalam mengembangkan kemampuan sosial emosional anak usia dini. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 6(2).
Amelia, T., Nurfadilah, S., Junita, S. R., & Ramadani, R. F. (2026). Sentra bermain peran sebagai ruang tumbuh sosial dan ekspresi diri anak usia dini melalui alat permainan edukatif di TK-FG Lab FKIP UNRI. Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 3(9), 331–336. https://doi.org/10.5281/zenodo.19995569
Breeland, N., Henderson, A. M. E., & Low, R. (2022). Initial interactions matter: Warm-up play affects 2-year-olds’ cooperative ability with an unfamiliar same-aged peer. Journal of Experimental Child Psychology, 218, Article 105328. https://doi.org/10.1016/j.jecp.2021.105328
Ekeh, M. C., Venketsamy, R., Thuketana, N. S., & Joubert, I. (2022). Play-based pedagogy for oral communication in early grade and preschool classrooms. South African Journal of Childhood Education, 12(1), Article 981. https://doi.org/10.4102/sajce.v12i1.981
Fuji, S., & Sugimura, S. (2022). Characteristics of self-regulation in pretend play: A preliminary comparison of different types of play. The Japanese Journal of Developmental Psychology, 33(1), 12–24. https://doi.org/10.11201/jjdp.33.12
Fung, W. K., & Chung, K. K. H. (2024). Interrelationships among parental play belief, household playfulness, school play behaviors, and social competence of kindergarten children. Early Education and Development, 546–566. https://doi.org/10.1080/00222216.2023.2297251
Goodacre, E. J., Fink, E., & Ramchandani, P. (2023). Building connections through play: Influences on children’s connected talk with peers. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12443
Hajerah, H., Syamsuardi, S., Amri, N. A., Amri, N., & Maula, I. (2024). The influence of pretend play on children’s social communication skills. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 7(1), 118–129. https://doi.org/10.24042/00202472242000
Hanish, L. D., Martin, C. L., Cook, R., DeLay, D., Lecheile, B., Fabes, R. A., Goble, P., & Bryce, C. (2021). Building integrated peer relationships in preschool classrooms: The potential of buddies. Journal of Applied Developmental Psychology, 73, Article 101257. https://doi.org/10.1016/j.appdev.2021.101257
Harianja, A. L., Siregar, R., & Lubis, J. N. (2023). Upaya meningkatkan perkembangan sosial emosional anak usia dini melalui bermain peran. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4871–4880. https://doi.org/10.31004/obsesi.v7i4.5159
Husna, A., Hasibuan, R., Adhe, K. R., Haq, M. S., & Anggraini, D. D. (2026). Efektivitas model role play berbasis budaya lokal dalam mengembangkan kemampuan bahasa dan keterampilan sosial anak usia dini. Murhum: Jurnal Pendidikan Anak Usia Dini, 7(1), 1705–1714. https://doi.org/10.37985/murhum.v7i1.2177
Jaggy, A., Kalkusch, I., Burkhardt Bossi, C., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13–25. https://doi.org/10.1016/j.ecresq.2023.01.012
Kalkusch, I., Jaggy, A.-K., Burkhardt Bossi, C., Weiss, B., Sticca, F., & Perren, S. (2021). Promoting social pretend play in preschool age: Is providing roleplay material enough? Early Education and Development, 32(8), 1136–1152. https://doi.org/10.1080/10409289.2020.1830248
Karlsson, M., & Nasi, N. (2023). “This friend was nice”: Young children’s negotiation of social relationships in and through interactions with (play) objects. Learning, Culture and Social Interaction, 42, Article 100734. https://doi.org/10.1016/j.lcsi.2023.100734
Lunga, P., Esterhuizen, S., & Koen, M. (2022). Play-based pedagogy: An approach to advance young children’s holistic development. South African Journal of Childhood Education, 12(1), Article 1133. https://doi.org/10.4102/sajce.v12i1.1133
Maripi, G. (2023). Penerapan model bermain peran untuk meningkatkan keterampilan sosial dan kemampuan berbicara anak usia dini. Diadik: Jurnal Ilmiah Teknologi Pendidikan, 13(1), 104–115. https://doi.org/10.33369/diadik.v13i1.27521
Mohd Nasir, N. A. S., Sidek, N. A., Saharuden, S. S., & Ahmad Sabri, A. A. (2025). Role play method for children social skills: Knowledge, practice, skill and challenges of teachers. Jurnal Evolusi, 6(2), 11–22. https://doi.org/10.61688/jev.v6i2.448
Mohan, M., Celshiya, R., Karuppali, S., Bhat, J. S., & Anil, M. A. (2022). Pretend play in pre-schoolers: Need for structured and free play in pre-schools. South African Journal of Childhood Education, 12(1), Article 1092. https://doi.org/10.4102/sajce.v12i1.1092
Murano, D., Sawyer, J. E., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research, 90(2), 227–263. https://doi.org/10.3102/0034654320914743
Paggama, A. A., Nurhidaya, A. R., & Sadaruddin. (2023). Literature review implementasi bermain peran untuk perkembangan kemampuan sosial emosional anak di TK. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 5(2), 223–231. https://doi.org/10.35473/ijec.v5i1.2139
Pertiwi, K. E., & Oktaviana, A. (2025). Peran permainan tradisional dalam mengembangkan keterampilan sosial anak usia dini. JIEEC (Journal of Islamic Education for Early Childhood), 7(2), 165–173. https://doi.org/10.30587/jieec.v7i2.10026
Sinthukhum, C., & Thumsiriwat, J. (2022). Organizing Thai play activities to develop social skills of early childhood children. Kalasin University Journal of Humanities Social Sciences and Innovation, 97–105. https://doi.org/10.14456/hsi.2022.8
Smits-van der Nat, M., van der Wilt, F., Meeter, M., & van der Veen, C. (2024). The value of pretend play for social competence in early childhood: A meta-analysis. Educational Psychology Review, 36, Article 46. https://doi.org/10.1007/s10648-024-09884-z
Sutinah, Handayani, A., & Rakhmawati, D. (2024). Meningkatkan perkembangan sosial emosional anak usia 5–6 tahun melalui bermain peran. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(5), 4400–4410. https://doi.org/10.36989/didaktik.v9i5.2536
Suwandi, R. C., & Riady, S. (2026). Early childhood teachers’ use of role-play to enhance social-emotional learning: A qualitative study. PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini, 15(2), 382–391. https://doi.org/10.26877/paudia.v15i2.3540
Tilbe, Y. T., & Bariso, G. (2026). The role of cooperative and play based learning in developing social and problem solving skills among preschool children. Discover Psychology. https://doi.org/10.1007/s44202-026-00796-3
Wang, Y.-L., Kajamies, A., Hurme, T.-R., & Palonen, T. (2021). Together with my playmates: Preschoolers’ peer relationships and interactions in small group settings. Learning, Culture and Social Interaction, 30, Article 100531. https://doi.org/10.1016/j.lcsi.2021.100531
Wirahandayani, M., Rakhmawati, W., & Rukmasari, E. A. (2023). The effect of role playing methods on social-emotional development in preschool children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 1156–1168. https://doi.org/10.31004/obsesi.v7i1.3626
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Siti Juliah, Andi Ali Kisai, Irfan Fauzi Rahmat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in Tunas Cedekia. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Tunas Cedekia's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Tunas Cedekia permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Tunas Cedekia on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Tunas Cedekia will not be held liable for anything that may arise due to the author(s) internal dispute. Tunas Cedekia will only communicate with the corresponding author.
5. Miscellaneous
Tunas Cedekia will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Tunas Cedekia's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Tunas Cendekia: Jurnal Pendidikan Islam Anak Usia Dini is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)
