https://journal.actual-insight.com/index.php/educare/issue/feed 2026-06-02T17:02:11+00:00 Open Journal Systems <p><strong>Educare: Jurnal Penelitian Pendidikan dan Pembelajaran</strong> merupakan jurnal penelitian yang bertujuan untuk menerbitkan dan mempromosikan berbagai penelitian bidang pendidikan dan pembelajaran. Jurnal ini menerima berbagai hasil penelitian termasuk dari penelitian lapangan dan penelitian dari hasil studi literatur. Jurnal ini ditujukan untuk berbagai kalangan yaitu para peneliti, dosen, tenaga profesional, pegawai pemerintah, guru, dan mahasiswa yang tertarik dalam bidang pendidikan dan pembelajaran. Pada edisi ini telah<strong> <a href="https://sinta.kemdiktisaintek.go.id/journals/profile/13457" target="_blank" rel="noopener">TERINDEKS SINTA 5.</a></strong><br /><strong>e-ISSN :</strong> <strong><a title="e-ISSN" href="https://issn.brin.go.id/terbit/detail/1612110952" target="_blank" rel="noopener">2775-667X</a></strong> <strong>p-ISSN : <a title="p-ISSN" href="https://issn.brin.go.id/terbit/detail/20210422112268453" target="_blank" rel="noopener">2776-5199</a>. </strong></p> https://journal.actual-insight.com/index.php/educare/article/view/4366 2026-05-17T01:00:15+00:00 Nur Lailatul Farcha nurfarcha448@gmail.com Henni Anggraini henni.anggraini@unikama.ac.id Mochamad Ramli Akbar ramliakbar@gmail.com

<p>This study aimed to improve responsibility among children aged 5–6 years through role-playing activities at Baitul Muchlisin Kindergarten. The research employed Classroom Action Research (CAR) based on the cyclical model consisting of planning, action, observation, and reflection stages. The participants involved 16 children aged 5–6 years in Group B. The study was conducted in two cycles, with each cycle consisting of two meetings designed to enhance children’s responsibility, particularly in maintaining personal hygiene, following classroom routines, and completing simple tasks independently. Data were collected through observation, documentation, field notes, and assessment rubrics using qualitative and quantitative descriptive approaches. The intervention implemented “teacher–student” role-playing scenarios in which children alternated roles as teachers and students in simulated classroom situations related to personal hygiene and responsible behavior. Reflection results from Cycle I indicated that children still required considerable teacher guidance; therefore, Cycle II integrated additional learning supports, including role cards, hygiene posters, mirrors, personal hygiene tools, praise, and reward stickers to increase participation and independence. Quantitative findings demonstrated a significant improvement in responsibility scores from 50.19% in Cycle I to 91.02% in Cycle II. Qualitative findings further revealed improvements in children’s confidence, independence, participation, and awareness in maintaining personal hygiene and encouraging peers to practice clean habits. These findings indicate that role-playing activities effectively strengthen responsibility and character development in early childhood education.</p>

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