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Abstract

The COVID-19 pandemic drastically changed the way learning was conducted and strongly affected the quality of education students received. These changes influenced not only motivation and learning outcomes but also essential twenty-first-century competencies, particularly collaboration. In response, role-playing emerged as a promising alternative for improving learning quality. This study aimed to examine the effects of role-playing on learning motivation, cognitive learning outcomes, and collaboration skills in the topic of human digestion during the pandemic. It used a quantitative quasi-experimental design comparing an experimental class that applied role-playing with a control class that used another equivalent learning model. The sample consisted of 34 students selected through purposive sampling, with Class XI IPS 1A as the experimental group and Class XI IPS 1B as the control group. Data were collected through a motivation test, pretests and posttests for cognitive outcomes, and a collaboration rubric. Role-playing had significant effects on learning motivation (test coefficient 0.41, very strong), cognitive outcomes (0.486, very strong), and collaboration skills (0.79, very strong).

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