The Effect of Technical Role Playing Group Guidance Services on The Learning Fatigue of Vocational School Students
DOI:
https://doi.org/10.51574/ijrer.v4i3.3467Keywords:
Group Guidance, Learning Fatigue, Technical Role Playing, Vocational SchoolAbstract
Various factors, both internal and external, can influence student learning fatigue. Consequently, the necessity for an efficacious strategy to surmount this predicament is paramount. A potential approach entails the utilization of group counselling services, incorporating role-playing techniques. The present study was conducted with the objective of ascertaining the impact of role-playing group counselling services on the learning fatigue of students at vocational school 07 Medan. The findings of the study, which have been thoroughly analyzed, have indicated that the results of the hypothesis test, which was conducted using the paired sample t-test, demonstrate a significant effect of the service in reducing student learning fatigue. The calculated t-value is greater than the table t-value (7.592 > 2.262), indicating that the relationship between the two variables is positive. The significance value of 0.000 is less than the significance level of 0.05 (0.000 < 0.05), indicating that the research hypothesis is accepted. Group counseling services utilizing role-playing techniques have demonstrated efficacy in mitigating student learning fatigue. The implementation of role-playing activities has been demonstrated to have a number of beneficial effects on the learning environment.
References
Aura, I., Järvelä, S., Hassan, L., & Hamari, J. (2023). Role-play experience’s effect on students’ 21st century skills propensity. The Journal of educaTional research, 116(3), 159-170. https://doi.org/10.1080/00220671.2023.2227596
Avianti, D., Setiawati, O. R., Lutfianawati, D., & Putri, A. M. (2021). Hubungan efikasi diri dengan stres akademik pada mahasiswa fakultas kedokteran Universitas Malahayati program studi pendidikan dokter. PSYCHE: Jurnal Psikologi, 3(1), 83-93. https://doi.org/10.36269/psyche.v3i1.283
Azizah, S. (2024). Application of the Role Playing Method to Increase Students' Learning Motivation. SOCIALE: International Journal of Social Studies, 1(1), 97-121.
Brown, L. G., & Chidume, T. (2023). Don't forget about role play: An enduring active teaching strategy. Teaching and Learning in Nursing, 18(1), 238-241. https://doi.org/10.1016/j.teln.2022.09.002
Bowman, S. L., & Lieberoth, A. (2018). Psychology and role-playing games. In Role-playing game studies (pp. 245-264). Routledge.
Chen, Y., & Qin, X. (2024). Student fatigue and its impact on teaching effectiveness based on online teaching. Education and Information Technologies, 29(8), 10177-10200. https://doi.org/10.1007/s10639-023-12197-3
Darmawan, I. G. N., Suryadi, A., Budimansyah, D., & Susilo, S. (2024). Indonesian Education: Past, Present, and Future. Taylor & Francis.
DuBois, A. L., & Mistretta, M. A. (2019). Overcoming burnout and compassion fatigue in schools: A guide for counselors, administrators, and educators. Routledge.
Firman, F., Hendra, R., Prastian, R., Utami, F. M., & Setiawan, B. (2025). The Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes. International Journal of Pedagogy and Teacher Education, 9(1), 72-85. https://doi.org/10.20961/ijpte.v9i1.94522
Fominykh, M., Leong, P., & Cartwright, B. (2018). Role-playing and experiential learning in a professional counseling distance course. Journal of Interactive Learning Research, 29(2), 169-190. https://www.learntechlib.org/p/178527/?nl=1
Ke, L., Fan, Q., & Hu, P. (2025). Exploring enjoyment and boredom in out of school digital game based learning: A case study. Games and Culture, 20(2), 123 146. https://doi.org/10.1080/17501229.2025.2509754
Maghsoodi, E., Alikhah, H., Rezaiy, S. G., Partash, N., & Hosseinian, E. (2025). Exploring the impact of role-playing in enhancing nursing education: A systematic review of pedagogical outcomes and student competency development. Nurse Education Today, 152, 106763.
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mosleh, S. M., Shudifat, R. M., Dalky, H. F., Almalik, M. M., & Alnajar, M. K. (2022). Mental health, learning behaviour and perceived fatigue among university students during the COVID-19 outbreak: a cross-sectional multicentric study in the UAE. BMC psychology, 10(1), 47.
Munin, N., & Efron, Y. (2017). Role-playing brings theory to life in a multicultural learning environment. Journal of Legal Education, 66(2), 309-331.
Rahmawatiningtyas, E. (2020). Penerapan storytelling penggalan kisah soekarno melalui bimbingan kelompok untuk meningkatkan tanggung jawab sosial siswa kelas VIII SMP negeri 2 Kademangan. Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman, 12(1), 41-54.
Sayahi, M., Amjad, R. N., & Kohan, M. (2025). Comparison of the effect of role-playing and team-based learning on interpersonal communication skills of emergency medical personnels. Educación Médica, 26(3), 101012. https://doi.org/10.1016/j.edumed.2024.101012
Stevens, R. (2015). Role-play and student engagement: reflections from the classroom. Teaching in Higher Education, 20(5), 481-492.
Tindall, R. M., Ferris, M., Townsend, M., Boschert, G., & Moylan, S. (2021). A first‐hand experience of co‐design in mental health service design: Opportunities, challenges, and lessons. International journal of mental health nursing, 30(6), 1693-1702. https://doi.org/10.1111/inm.12925
van Deurzen-Smith, E. (2024). Philosophical Underpinnings of Counselling Psychology. Counselling Psychology Review, 39(1).
Yuliawati, L., Wardhani, P. A. P., & Ng, J. H. (2024). A scoping review of tabletop role-playing game (TTRPG) as psychological intervention: potential benefits and future directions. Psychology research and behavior management, 2885-2903. https://doi.org/10.2147/PRBM.S466664
Zhang, J., Xu, J., & Li, M. (2025). The impact of educational live action role-playing games on social–emotional competence: A mixed-method study with Chinese college students. Frontiers in Psychology, 16, 1538761. https://doi.org/10.3389/fpsyg.2025.1538761
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Vidia Windandari Putri, Khairina Ulfa Syaimi, Nurul Azmi Saragih, Dina Hidayati Hutasuhut
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.png)
