The effect of role-play learning on students' learning outcomes in Catholic religious education

Yohanes Umbu  Lede; Bergita Ekasanti Milla Malo; Ethelreda Rosari Garung

doi:10.67958/edumaj.v1i2.111

Authors

Yohanes Umbu Lede Universitas Katolik Weetebula, Indonesia Author https://orcid.org/0009-0008-6442-2962
Bergita Ekasanti Milla Malo Universitas Katolik Weetebula, Indonesia Author
Ethelreda Rosari Garung Universitas Katolik Weetebula, Indonesia Author

DOI:

https://doi.org/10.67958/edumaj.v1i2.111

Keywords:

role-play learning, Catholic religious education, learning outcomes, experiential learning, junior high school students

Abstract

Catholic Religious Education requires learning experiences that help students understand religious values and relate them to everyday situations, yet conventional classroom instruction may provide limited opportunities for active student participation. This study examined the effect of the Role Play learning model on students' learning outcomes in Catholic Religious Education, particularly in learning about the Good Samaritan. A quasi-experimental study using a non-equivalent control group design was conducted with 30 eighth-grade students at a junior high school in Wewewa Selatan, Indonesia. 15 students participated in Role-Play-Based learning as the experimental group, while 15 students received conventional instruction as the control group. Data were collected through multiple-choice achievement tests administered before and after the intervention. The data were analyzed using normality and homogeneity tests, followed by paired-samples and independent-samples t-tests. The findings showed that students who participated in Role Play-based learning achieved greater improvement in learning outcomes than those receiving conventional instruction, with the experimental group's posttest performance significantly exceeding that of the control group. These findings suggest that Role Play can provide a more active, experiential learning environment for Catholic Religious Education, particularly when instructional content includes narrative and moral values. The study contributes empirical evidence supporting the use of structured role-based activities as an alternative strategy for improving students' learning outcomes at the junior high school level.

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