@phdthesis{digilib78244,
           month = {July},
           title = {IMPLEMENTASI BERMAIN PERAN MIKRO PADA SENTRA
BALOK SEBAGAI STIMULASI KEMAMPUAN BAHASA ANAK
USIA 5-6 TAHUN KELOMPOK B1 DI TK ISLAM AL-HARITS
BANGUNTAPAN BANTUL},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21104030056 Edwin Natania},
            year = {2026},
            note = {Siti Zubaedah, M.Pd.},
        keywords = {Bermain Peran Mikro, Sentra Balok, Kemampuan Bahasa},
             url = {https://digilib.uin-suka.ac.id/id/eprint/78244/},
        abstract = {This research is motivated by the implementation of micro role-playing activities in the block center at Al-Harits Islamic Kindergarten as one of the activities used to stimulate the language skills of children in Group B1. In these activities, children use play materials such as blocks and various miniatures, including cooking utensils, vehicles, and character figures, to support role-playing activities. Through micro role-playing activities, children have opportunities to communicate, express ideas, use vocabulary, and interact with peers and teachers. This research aims to describe the implementation of micro role-playing in the block center as a stimulation of the language skills of children aged 5?6 years in Group B1 at Al-Harits Islamic Kindergarten and to identify the supporting and inhibiting factors in its implementation.
This research used a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. Data validity was tested using technique triangulation by comparing data obtained through different data collection techniques.
The results showed that the implementation of micro role-playing in the block center was carried out through three stages: (1) the preparation stage, in which the teacher prepared the place, materials, and equipment used in the micro role-playing activities; (2) the implementation stage, in which the children worked in groups to build structures using blocks, determine and share roles, and enact the roles through interaction and communication; and (3) the evaluation or reflection stage, in which the teacher and children engaged in question-and-answer activities about their experiences during the role-playing activities. The activities provided opportunities for children to use their language skills through understanding roles, using vocabulary, engaging in simple oral communication, expressing ideas according to their roles, and retelling their play experiences. Based on the researcher?s observation results on August 14, 2025, 12 out of 16 children were categorized as Very Well Developed (BSB), while 4 children were categorized as Developing as Expected (BSH). The supporting factors for the implementation of the activities included facilities and infrastructure, teaching staff, and children's enthusiasm. Meanwhile, the inhibiting factors included limited classroom space and variations in children's emotional readiness.}
}