Reviving historical moments: The implementation of role-playing drama in the process of learning history at the higher education level

Rika Inggit Asmawati; Muhammad Ali Wafa; Utari Nur Sofi; Aliya Darojah

doi:10.18860/icied.v11i1.3952

Rika Inggit Asmawati Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang
Muhammad Ali Wafa Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang
Utari Nur Sofi Pendidikan Bahasa Arab, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim MalangUniversitas Islam Negeri Maulana Malik Ibrahim Malang
Aliya Darojah Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang

DOI: https://doi.org/10.18860/icied.v11i1.3952

Keywords: History education; Role-playing drama; Student perceptions; Active learning; Higher education

Abstract

This study aims to examine students' perceptions and experiences regarding the use of the drama role-playing method as an active learning strategy in higher education history instruction. Although previous research has explored active learning, there is a research gap regarding how dramatic role-playing facilitates the reconciliation of emotional-affective understanding and cognitive-historical analysis within the complex context of the subject matter of colonialism. Using a descriptive qualitative approach, data were collected from 30 students of the Social Studies Education Study Program at UIN Maulana Malik Ibrahim Malang via an open-ended Google Forms questionnaire consisting of 10 in-depth questions. The data were analyzed using Structured Thematic Analysis with a three-stage coding procedure (open, axial, and selective coding). Research findings indicate that role-playing drama significantly enhances students' conceptual understanding, long-term memory, empathetic emotions, and collaborative skills. However, obstacles such as limited rehearsal time, awkwardness in acting, and the need for a precise narrative script pose major challenges. This study concludes that dramatic role-playing is effective in grounding abstract historical narratives into an immersive learning experience, provided it is supported by structured facilitation from the lecturer.

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