Role-playing learning management for personality development of early childhood teacher students in the 21st century

Abstract

The purpose of this research was to develop a learning management activity 
model using role-playing activities and to compare the personality of early childhood 
teacher students in the 21st century before and after the role-playing activity. The 
target group used in this research is students from the Bachelor of Education program. 
Early Childhood Education Program Code 60, 12 people enrolled in the course 
1074904, Early Childhood Education Seminar, Semester 2, Academic Year 2020. The 
research tool was a role-playing lesson plan. personality assessment form and the 
ability to measure adaptability The results showed that The results of personality 
development revealed that before the learners developed their personality through 
role-playing activities in the early childhood education seminar subjects. who have a 
personality that is knowledgeable by having studied and researched various 
information related to seminars, emphasizing on reviewing their own roles. which after 
the seminar was completed The learners have more self-confidence because they 
have learned their roles and responsibilities, adapted, adjusted their attitudes, and 
have more determination to work. In addition, the most noticeable thing is Learners 
develop their thinking process. That is, having the courage to think, dare to do, dare to 
make decisions, and being a creative person who is not afraid of change. Punctual and 
able to work in a team The learners were satisfied with the teaching and learning 
management in the seminar in early childhood education as a whole at the highest 
level. And considering the income, it was found that the side that received satisfaction 
and had the highest average namely, the objectives of teaching and learning and the 
assessment of learning outcomes Followed by the characteristics of instructors. and 
teaching and learning activities, respectively.