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Al-Ishlah: Jurnal Pendidikan
ISSN: 2087-9490 (Printed); 2597-940X (Online)
Journal Homepage: http://www.journal.staihubbulwathan.id/index.php/alishlah		

IMPLEMENTATION OF DIGITAL ROLE-PLAYING GAMES IN OVERCOMING INTROVERTED CHILDREN

Fathor Rozi , Firdausiah 
DOI:

Info Artikel	Abstract	
		
Keywords:
Role-Playing
Introverted Children

Kata kunci:
Bermain Peran
Anak Introvert
	This study aims to analyze and examine the application of digital role-playing games in overcoming introverted children in early childhood at RA Uswatun Hasanah, Maron, Probolinggo. This research uses a qualitative approach, while the type of research uses case studies. This research seeks to describe the symptoms, events, events that are happening now where this research will photograph the events that will be the focus of the research and will then be described as they are. The results showed that the teacher's steps in overcoming the problems of introverted children were through; Preparation and Planning Analysis, Digital Role-Playing Engineering, Activity Documentation, Activity Evaluation. This research has implications for the use of digital role-playing, especially at RA Uswatun Hasanah, introverted children begin to be able to mingle and even adapt to their friends, albeit slowly.

Abstrak

Penelitian ini bertujuan untuk menganalisis dan mengkaji tentang Penerapan Digital Role Playing Game Dalam Mengatasi Anak Introvert pada anak usia dini di RA Uswatun Hasanah, Maron, Probolinggo. Penelitian ini menggunakan pendekatan kulitatif, sedangkan jenis penelitiannya menggunakan studi kasus. Penelitin ini berusaha untuk mendeskripsikan gelaja, peristiwa, kejadian yang terjadi sekarang dimana penelitian ini akan memotret kejadian yang akan menjadi fokus penelitian kemudian akan dijabarkan sebagaimana adanya. Hasil penelitian menunjukkan bahwa Langkah-langkah guru dalam mengatasi permasalahan anak introvert melalui; Analisis Persiapan Dan Perencanaan, Rekayasa Digital Role Playing, Dokumentasi Kegiatan, Evaluasi Kegiatan. Penelitian ini memberikan implikasi dengan penggunaan digital role playing khususnya di RA Uswatun Hasanah, anak introvert mulai dapat berbaur bahkan beradaptasi dengan teman-temannya meski dengan perlahan.	

INTRODUCTION
Early Childhood Education is one of the human resource development strategies and is a central and very basic point. This early age is a golden age but at the same time a very critical period in the stage of human development(Yunia, 2016). Early childhood education is a coaching effort aimed at children from birth to the age of six years which is carried out through the provision of educational stimuli to help development, growth both physically and spiritually so that children have further readiness..(Lasaiba, 2016)
Early Childhood Education is a vehicle for playing while learning that is full of fun and freedom. Thus enabling children to express and develop their talents, interests, and creativity. At the same time, gaining knowledge, skills and developing children's behavior in a pleasant atmosphere.(Eci Sriwahyuni, 2016)
A good and appropriate learning process affects the quality of learning. To improve the quality of good education, the hope that students want to achieve is to understand what is learned and can be applied in real life(Selian, 2019). Therefore, teachers are required to have innovative knowledge so that the learning process can be achieved optimally.(Kristin, 2018) Moreover, early childhood tends to get bored quickly, therefore the right model in implementing learning and stimulating children's development through games(G. Jacobs, 2017). 
In essence, each individual is different with their characteristics, this difference is not only from the physical and psychological aspects(Ahour & Haradasht, 2014). Therefore, the emotions contained in each individual cannot be separated from the aspect of the individual's personality. Introverts tend to be quiet, shy, and feel uncomfortable in social situations(Ahour & Haradasht, 2014). Individuals with introverted personality types will be able to open up to the people around them, but this depends on the experience experienced by the individual(Sakinah, 2018).
Social skills and speaking skills are the most natural things done by everyone(Siska, 2011), but not so in introverted personalities. Shy types feel very alert around strangers and get very nervous in unfamiliar surroundings(George Jacobs, 2014). Introverts have difficulty developing social relationships and prefer to communicate privately with friends and enjoy every activity that can be done alone or with close friends.(Nursyahrurahmah, 2017) 
The problems that occur in the institution of RA Uswatun Hasanah, Maron, Probolinggo are; some children have introverted (quiet) personalities who can't mingle and play with their friends. The tendency of introverted children prefer to spend time alone and feel tired after interacting with many people. This results in several aspects of child development not being achieved optimally. The right stimulus is needed so that children get used to socializing with other people. 
In overcoming this problem, it can be done with a learning model that interacts with the environment or socially. One technique that can be used to practice skills in social interaction is role-played (Martin, 2018). Role-play is a technique in learning that can also be applied in the context of guidance services, by acting out parallel situations with real or actual life, used to develop human relations skills. Through role-playing, group members or students learn through the model shown by the players(Hammer et al., 2021). Students also develop understanding and skills in social interaction(Zen et al., 2020). 
Role-playing is a student learning model which is part of a simulation directed at creating various events of socio-cultural change, actual events or events that may arise(Goh, 2016), while the advantages of the role-play model are exploring the learning material in a variety of ways, obtaining an overview of the newly learned behavior, exploring the feelings of the perpetrator and developing problem-solving skills(Windiastri & Nurhaeni, 2020). The learning model will not only make learning more active but will also increase excitement while respecting individual differences and the diverse intelligence of students(Baharun, 2016).
For this analysis to be more comprehensive, as has been stated in the background of the problem, the researcher seeks to conduct an initial study of researchers who have relevance to the subject matter to be studied. The results of the research that were made comparisons as a form of research beforehand include :
(Filina, 2013) said Roleplaying in the sense of playing a role or playing pretend. A role-playing model is a form of safe children's play and forms of play that is following the structure of the environment or games using dolls, houses, which dramatize behavior with social problems. With dramatization, children have the opportunity to perform, interpret and play a certain role. Through this activity, students will actively discuss the problems they encounter, then inform the results of their experiences through speaking activities. Thus, introverted children can interact with their friends who play role-playing. 
 (Ayuningtiyas, 2013) said Roleplaying is also known as pretend play, fantasy, fantasy, make believe, or symbolic. According to Piaget, the beginning of role-playing can be evidence of a child's behavior. He stated that role-playing is characterized by applying stories to objects and repeating pleasant behaviors that are remembered. Piaget stated that children's involvement in role-playing and children's efforts to reach a higher stage compared to other children is referred to as collective symbolism. He also describes the verbal conversations that children have with themselves as idiosyncratic soliloquies. 
Next(Kurniawan, 2019) said the techniques that can be used to improve interpersonal communication are role-play techniques and symbolic modeling techniques. Factors that can encourage interest in communicating include personal and situational factors. 
Departing from the above, this research has novelties related to the problems that are the focus of this research to foster self-confidence for introverted children in interacting with people in their environment..

RESEARCH METHODS
This study uses a qualitative descriptive approach. used to find more in-depth information about the application of digital role-playing games in overcoming introverted children, while the type of research used is case studies that are focused on certain cases to be observed and analyzed carefully. until completion, This research seeks to describe the symptoms, events, events that are happening now where this research will photograph the events that will be the focus of the research and will then be described as they are(Anggraini & Putri, 2019). 
This qualitative research was conducted to describe the findings of the research. Documentation is a supporter in completing the data obtained as a support to strengthen the research findings during interviews and observations.
The place of research was carried out at the RA Uswatun Hasanah institution in the Probolinggo area, namely Maron sub-district, Probolinggo. Informants who are the subjects of this study are principals, teachers, and students.
Researchers analyzed the Application of Digital Role-Playing in Overcoming Introverted Children. The data analysis technique uses data reduction, data display, and drawing conclusions or verification. While checking the validity of the data is done through; credibility, transferability, dependability, and confirmability, so that the data is completely accurate and credible. In the early stages of data reduction, selecting raw data in the form of notes, then displaying the data by providing an understanding of the data to determine the next step, then concluding the data studied.

RESEARCH RESULTS AND DISCUSSION
This study focuses on the development of introverted children where introverted children who have quiet behavior and do not like to play with other friends are given a stimulus so that children are interested in interacting with their friends. Role-playing games conducted at RA Uswatun Hasanah show that introverted children's interest in role-playing games is higher than other games because with role-playing models children are required to communicate with other people who play that role. These results were obtained in interviews, observations that the author analyzed before giving a statement that the development of introverted children in interacting increased slowly. The data collection model is following the facts in the field and what they are.
Uswatun hasanah as the principal said the model of implementing digital role-playing games at RA Uswatun Hasanah can help teachers stimulate introverted children to be more interested in interacting with their friends. This can be seen from the assessment of children's achievements in the anecdotal books that the teacher made(Hasanah, 2020).
Firdausiah, a teacher, RA Uswatun Hasanah, also emphasized that there are three introverted children in the institution who participate in learning with a digital role-playing game model that is stimulated more optimally by showing interaction when playing roles with their friends, although sometimes they still choose friends when the game will be carried out. However, this has given a significant improvement compared to before being given a digital role-playing model where children just stay silent, don't talk much, and don't want to mingle with their friends, of course, this will have an impact on children's social-emotional development in the future(Firdausiah, 2020). 
Steps to Apply Digital Role Playing Game in Overcoming Introverted Children in Ra Uswatun Hasanah, Maron, Probolinggo are as follows:
PREPARATION AND PLANNING ANALYSIS 
Before teaching and learning activities are started by a teacher who is obliged to prepare complete and systematic learning materials that will be delivered to students, in addition to material the teacher must also prepare interesting, innovative, and fun learning models, preparation of specially designed educational game media. for cognitive development must also be done by a teacher before entering the class(Baharun et al., 2021).
In this stage, the activities for implementing digital role-playing games have been prepared in advance by the teacher, which is arranged through RPPH which is made in designing the learning used at RA Uswatun Hasanah based on the existing curriculum.. 
Indah Eka Efandari, the teacher of RA Uswatun Hasanah, conveyed some of the preparations made by the teacher before the teaching and learning process. in the form of Prota, Prosem, Rppm, and Rpph according to the Raudlatul Athfal (RA) level curriculum. Thus the teacher already has a reference or guide to be used as a preparation for the learning process from yearly, semester, weekly, and daily. Teachers will not be confused in determining the themes and learning materials they will apply(Efandari, 2020).

Figure 1. Learning Planning Program flow

The following are the preparations made by the teacher: first, the teacher prepares a scenario that will be displayed on digital role-playing, second, the teacher provides a special class in implementing digital role-playing, third, the teacher provides visual media that will be used in digital role-playing games. With some of these preparations, it will be easier for teachers to apply to learn using a digital role-playing application model.
DIGITAL ROLE-PLAYING ENGINEERING
At this stage, the teacher gives more confidence to students to play the role that has been determined. Introverted children at first still show an attitude of shame and lack of confidence, but with the support of teachers and friends as well as digital role-playing models that are done repeatedly, their self-confidence will appear even if gradually.
Engineering or the application of classical learning is carried out in a special class that the teacher has prepared, namely the acting class. Digital role-playing engineering is carried out three times a week to overcome the learning mood of students. Engineering is carried out on Tuesdays, Wednesdays, and Saturdays, the rest of the models used are conventional models.
The steps were taken by the teacher when starting digital role-playing engineering for students include ;
First: the introduction, the teacher greets, sings greetings, and asks students how they are.
Second; the teacher discusses the theme that will be studied on that day.
Third; the teacher demonstrates the storyline of a simple digital role-playing game to attract children's interest in participating in the game, the teacher can imitate the sounds of animals, nature, and the surrounding environment adjusted to the theme.
Fourth; the teacher appoints students who will play digital role-playing, including introverted children who are combined in the game.
Fifth; discuss together the roles and storylines in the game.
Sixth; The teacher gives a simple evaluation of the storyline being played. With this, the teacher will know the level of achievement of students. 
Seventh; closing, the teacher closes the game by praying and recalling the lessons that have been passed then giving a grid about the learning that will be applied the next day.
Ruhil Himami, one of the teachers of RA Uswatun Hasanah, conveyed that the application of digital role-playing carried out on his students was voluntary or not forcing, if one of the students was less interested in the role he was playing, the teacher did not force him to play that role but the teacher shifted it to a different role. others by showing the role to be played are also interesting. Likewise, for introverted children at RA Uswatun Hasanah, the teacher provides stimulus and input so that children are interested in playing a role even though they have to choose friends(Himami, 2020).
But so far, in the application of the digital role-playing model, RA Uswatun Hasanah's students are very interested and interested in playing the roles they get randomly assigned by the teacher. This model can provide a memorable and enjoyable experience so that it is difficult for students to forget, very interesting for students so that it allows the class to be dynamic and full of enthusiasm, fosters enthusiasm for learning, and fosters a sense of togetherness through fun learning. something that will be discussed in the teaching and learning process
ACTIVITY DOCUMENTATION
Record, and document everything from the process and the results achieved from the planned actions. Documentation Stage Activities carried out at this stage are analyzing, synthesizing, interpreting, and explaining all the information obtained. Thus the data that has been successfully obtained through data collection tools recorded by researchers and observers will be confirmed, analyzed, and evaluated so that it can be seen whether the implementation of the application of the model has been following what was previously planned and obtains an increase in results according to the level of achievement of child development..
Based on the documentation obtained when using the application of digital role-playing, it can be seen that an increase in introverted children's interactions with the environment is more communicative and mingling.
ACTIVITY EVALUATION 
Evaluation is a systematic and objective assessment of an intervention that is planned, in progress, or has been completed. Evaluation can also be interpreted as a series of activities comparing the realization of inputs, outputs, and results against plans and standards. Evaluation results are obtained during monitoring activities. More than that, the evaluation also assesses the results or products that have been produced from a series of programs as a basis for making decisions about the level of success that has been achieved and the next action needed..
The things that are evaluated in the role-playing model activities in dealing with introverted children are; the development of introverted children before and after implementing digital role-playing, the level of communication between introverted children and normal children in general, the use of devices in games, and digital role-playing game scenarios. The actual evaluation time can be done since the child enters, during the learning process, and the results are given to the parents at the end of the semester. 
The following table shows the developmental achievement of four introverted children using the application of digital role-playing games at RA Uswatun Hasanah.
NO	NAME	INTROVERT CHILD DEVELOPMENT	INFORMATION	
		A	B	C	D		
1	AHD	MB	MB 	 BSH	 BSH	 BSH	
2	FTN	 BSH	 MB	BSH 	BSH 	BSH 	
3	HIS	 BB	 MB	 MB	MB 	MB 	
4	JF	 MB	MB 	 MB	 MB	 MB	

Table.1 Development of Introverted Children at RA Uswatun Hasanah
Information :
A: Confidence
B : Able to Communicate
C : Mingle With His Friends
D : Not picky friends

BB : Not Developed
MB : Starting to Grow
BSH : Developing as Expected
BSB : Developing Very Well

Early childhood is the most basic early period in the growth and development of human life. This period is marked by various important periods that form the basis for the next life of the child(Eci Sriwahyuni, 2016). The child is a different individual, unique, and has its characteristics according to the stage of development (Wijayanti, 2017).
Childhood is a time to play, therefore children find it difficult to remain silent in class, especially during the learning process. Even when doing the assignments given by the teacher, children still have time to steal opportunities to play, shout, run, make noise, and so on, which are some parts of the indiscipline carried out by children. In terms of age, this is natural, although sometimes it feels quite disturbing. A child must get an education as early as possible to support his development and be able to socialize with his environment.
Education is the main basis for human resource development, which must be carried out in a constructive, comprehensive, and sustainable manner(Aulina, 2015). Early childhood education is education carried out with a fun playing atmosphere and not burdened by pressure(Hefniy, 2000). Learning while playing can stimulate children to grow their talents and development. 
The development of the child adapts to the place where he lives which will affect his growth(Saihu & Umar, 2021). As explained above, interpersonal communication affects the child's self-concept. Children can become someone who has a good impact on others if their self-concept is good too. Likewise, introverted children will find it difficult to develop if there is an inappropriate environment(Miftakhul Jannah, 2019). Children who are communicating with their peers are trying to interact and in this process, children learn language from their ability to understand and listen which is the beginning of a social process(Amri, 2017).
Introverts who look passive and rarely show emotions with facial expressions have their way of controlling emotions in front of others, so this makes introverts considered unable to express or express their emotions(Sakinah, 2018). Social emotions can be interpreted as actions that are accompanied by certain feelings that surround the individual when dealing with other people(Suci Pangestu, Sri Saparahayuningsih, Drs. Delrefi D, 2017).
Learning Model is a learning approach that is used to improve students' attitudes and knowledge. One of the learning models that can be integrated with dealing with introverted children is digital role-playing. The role-playing model is a learning model by doing or playing a character in a story(Rumilasari et al., 2016). 
 With role-playing, children can interact with their friends as well as introverted children who have a quiet tendency. When they are involved in role-playing, the child will try to interact.

KESIMPULAN
The RA Uswatun Hasanah Maron Institute, Probolinggo innovates and creates to overcome the problems experienced by introverted children, introverted children who do not want to mingle or join other people and have a tendency to be alone and lazy to communicate so that their development does not develop optimally, especially in emotional-social intelligence. Therefore, the head and the teacher council of RA Uswatun Hasanah apply learning patterns using digital role-playing, especially in overcoming the interactions of introverted children.. 
The implications of using digital role-playing, especially at RA Uswatun Hasanah, are that introverted children begin to be able to mingle and even adapt to their friends, albeit slowly. It takes patience and persistence as well as the ability to innovate accompanied by the creativity of teachers to understand the character of their students so that the expected level of achievement can be targeted optimally..
The use of digital role-playing at RA Uswatun Hasanah cannot be generalized to all educational institutions for children this age. This is casuistic and following the characteristics of learners and analysis of the internal and external environment at the institution. This provides an opportunity for further researchers, to examine and research with different cases and characteristics and find new findings in improving research.

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