ANALISIS MODEL ROLE PLAYING BERBASIS MEDIA CETAK PADA POLA INTERAKSI SOSIAL SISWA DI SDN JUNREJO 01 BATU

Vincent-grade students at SDN Junrejo 01 Batu have several problems in their social interaction patterns, such as a tendency to behave aggressively, both and verbally, during learning, which disrupts interactions between students. These problems result in a loss of self-confidence, low mutual trust between peers, and low cooperation in study groups. Furthermore, some students exhibit irritability and unpleasant behavior during group interactions. The purpose of this study is to analyze the application of the print-based role-playing method to students' social interaction patterns at SDN Junrejo 01 Batu. The focus of this study is to determine how the method is implemented in learning and its impact on fifth-
grade students' social interactions.
This study employed a qualitative research method with a descriptive approach. Data collection techniques included observation, interviews, and documentation. Data analysis techniques included four stages: data collection, data kondensasi, data presentation, and conclusions. The study took place at SDN Junrejo 01 Batu and lasted for one month, from March to April in the even semester of the 2025-2026 academic year. Subjects included class teachers and fifth-grade students.
The results of the study indicate that the print-based role-playing model was implemented through systematic stages, including lesson planning, role-playing, use of print media in the form of role cards, picture cards, word cards, and symbol cards, role-playing, and evaluation and reflection. The implementation of this model had a significant positive impact on four aspects of changes in students' social interaction
patterns. First, individual relationships and interactions with groups improved, marked by the emergence of students' courage in discussions and expressing opinions, as well as increased self-confidence and trust among friends that had previously been disrupted by aggressive behavior. Second, the ability to control behavior developed significantly, where students began to be able to control their emotions, speak
appropriately, and comply with social rules, both during learning and in everyday life at school. Third, students' social attitudes developed significantly, especially in terms of empathy and tolerance, as reflected in a decrease in teasing and belittling behavior towards friends, an increase in listening skills, and a growing attitude of mutual support and respect among students. Fourth, conflict resolution skills improved, where
students who previously tended to respond to differences of opinion with aggression now prefer to discuss and negotiate to reach a constructive group agreement.