The Effect of the Role-Playing Learning Model Assisted by Toy Money on Mathematics Basic Arithmetic Learning Outcomes of Fourth-Grade Students at SDN Cibungkul

Abstract

Mathematics learning outcomes in basic arithmetic operations among elementary school students remain relatively low due to the predominance of teacher-centered instructional practices that provide limited opportunities for active and meaningful learning. To address this issue, the Role-Playing learning model assisted by toy money was implemented to create contextual learning experiences through buying-and-selling simulations.

This study aimed to examine the effect of the Role-Playing learning model assisted by toy money on the mathematics learning outcomes of fourth-grade students at SDN Cibungkul.

A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The sample consisted of 36 fourth-grade students, including 18 students in the experimental class and 18 students in the control class. Data were collected through pretests and posttests and analyzed using validity, reliability, normality, and homogeneity tests, followed by hypothesis testing with the Independent Samples t-test using SPSS version 25.

The results indicated that the mean score of the control class improved from 64.28 to 77.67, whereas the mean score of the experimental class increased from 71.56 to 86.89. Furthermore, the Independent Samples t-test produced a significance value of 0.046 (p < 0.05), indicating a statistically significant difference in learning outcomes between the two groups.

These findings demonstrate that the Role-Playing learning model assisted by toy money has a positive and significant effect on students' learning outcomes in basic arithmetic operations. Therefore, this instructional model can be considered an effective and engaging alternative for enhancing mathematics learning outcomes at the elementary school level.

Keyword: Role-Playing Learning Model, Toy Money, Basic Arithmetic Operations, Mathematics Learning Outcomes, Elementary School Students, Quasi-Experimental Study.