Effectiveness of the role-playing shaftel (RPS) model for enhancing social skills in primary school physical education
Keywords:
Role-Playing Model, Physical Education, Primary school, Social SkillsAbstract
Background: Social skills are essential for primary school students, yet few studies have examined the effectiveness of the Shaftel Role-Playing (RPS) model in Physical Education (PE), particularly in Indonesia. Objectives: This study aimed to examine and evaluate the effect of the Shaftel Role-Playing (RPS) model on the development of students’ social skills in Physical Education learning. Methods: A one-group pretest–posttest design was implemented with 30 sixth-grade students selected through simple random sampling. The RPS intervention was delivered across 12 sessions (70 minutes each). Finding/Results: The analysis revealed a statistically significant improvement in students’ social skills following the implementation of the RPS model (Sig. = 0.013). The intervention demonstrated a medium effect size (Cohen’s d = 0.49), indicating that the model produced a meaningful and practically relevant impact on students’ social skill development. Conclusion: The findings confirm that the Shaftel Role-Playing (RPS) model significantly enhances elementary students’ social skills within Physical Education learning. This result highlights the model’s potential as an effective pedagogical strategy for fostering social competence in school-based contexts, although future studies using controlled designs are recommended to further validate these outcomes.
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Author Biographies
Budiman, Department of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, STKIP Pasundan, Cimahi, Indonesia
Yudi Hidayat, Department of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, STKIP Pasundan, Cimahi, Indonesia
Ruslan Rusmana, Department of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, STKIP Pasundan, Cimahi, Indonesia
Sutiswo, Department of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, STKIP Pasundan, Cimahi, Indonesia
Angelina Chyntia Febriani, Department of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, STKIP Pasundan, Cimahi, Indonesia
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