Influence of Role Playing Methods and Cooperation Skill for Students Study in Theme 8 My Home Environment for Fourth Class of MI Ar Rahman Sidoarjo

Oemar (2003: 57) defines learning as a combination of human, material, ficilities, equipment, and procedures that influence each other to achieve what is the purpose of the teaching and learning process. This Learning involves humans consists of student and teacher. This study discuss how the influence of the role playing method and cooperation skill on student learning outcomes. In teaching and learning process, a method is needed for educators and how to use it is adjusted according to the objectives of teaching and learning process. According to tandingiling reviews (2008) that the Role Playing method are able to be referred to as sociodrama. Tangdilinting equalizes the method of drama to sociodrama to be very related because it is equally good in terms of steps, procedures, lines, hopes and weaknesses. The method of role playing or sociodrama is a game method which, according to Anita Lie (2007) in his book Cooperative Learning, that cooperative learning methods are different from only group learning, However there are aspects that distinguish it from the division of groups conducted carelessly. Consequently each group has balanced members indeed there is no distrust between groups. Each group have to trust each other and be responsible for the role of the assignment. From the results of the test using anova with df = 5 and significant level = 0.05, the value of F = 7.542 and the number Sig. = 0.004 very far from 0.05. Therefore the results of the testing of the third hypothesis are able to be conclude that Ho is rejected and Ha is accepted. Hence, the results of this study there is a significant influence on student learning outcomes between the lessons using the lecture method with learning using the role playing method and cooperation skills. Based on the Student Posttest results are increasing potential with the application of role playing methods and cooperative skills. While the student posttest results when learning took place using only the lecture method have not a significant difference with the posttest results.