Digital board-assisted role-playing to improve motivation and Pancasila learning outcomes

This classroom action research aimed to improve Grade VI students' motivation and Pancasila learning outcomes through digital board-assisted role-playing. The study involved 17 students at SD Negeri 2 Kalimendong, Wonosobo. The intervention was conducted in two cycles through planning, action, observation, and reflection. Data were collected using observation sheets, a motivation questionnaire, a role-playing rubric, achievement tests, field notes, and documentation. Quantitative data were analyzed using means and percentages, while qualitative data were examined through reduction, display, and conclusion drawing. The findings showed consistent improvement across the two cycles. The average learning achievement score increased from 53.53 in the pre-cycle to 67.06 in Cycle I and 78.24 in Cycle II. Learning mastery increased from 35.29% (6 of 17 students) in the pre-cycle to 52.94% in Cycle I and 82.35% (14 of 17 students) in Cycle II. The percentage of students in the high motivation category also increased from 47.00% in the pre-cycle to 58.82% in Cycle I and 82.35% in Cycle II. The success criteria were achieved in Cycle II. These findings imply that digital boards can support value-based learning when used to guide scenarios, provide visual problems, organize arguments, and facilitate reflection, not merely to display materials.