The Effectiveness of Role-Play-Based Storytelling Intervention in Enhancing Self-Esteem Among Elementary School Children

Frinska Daisy Leries; Bella Pratiwi; Yogi Surani; Farah Aulia

doi:10.18326/ijip.v7i2.5921

Authors

Frinska Daisy Leries Universitas Negeri Padang
Bella Pratiwi Universitas Negeri Padang
Yogi Surani Universitas Negeri Padang
Farah Aulia Universitas Negeri Padang

DOI:

https://doi.org/10.18326/ijip.v7i2.5921

Keywords:

Self-esteem, Elementary school children, Story media, Role play, Psychoeducation

Abstract

Self-esteem plays a crucial role in the socio-emotional development of elementary school children. However, psychoeducational interventions that integrate storytelling and role-play remain limited and underexplored. This study aims to evaluate the effectiveness of a role-play-based storytelling intervention in improving self-esteem among elementary school students. Using a quasi-experimental one-group pretest–posttest design, 30 children participated in six sessions of a structured intervention combining narrative-based reflection and character enactment. Self-esteem was measured using the adapted Rosenberg Self-Esteem Scale, which had undergone prior construct validation. Descriptive statistics showed an increase in mean scores from pretest to posttest. Normality assumptions were re-evaluated, and paired-sample statistical testing was applied appropriately. The results indicate a significant improvement in children’s self-esteem following the intervention. The discussion integrates theoretical perspectives from positive psychology and experiential learning while acknowledging methodological limitations, including the absence of a control group and potential measurement constraints. This study highlights the potential of combining storytelling and role-play as an engaging, developmentally appropriate psychoeducational method. Future research should explore controlled experimental designs and cultural validation to strengthen generalizability.

References

U. Orth and R. Robins, “Development of Self-Esteem Across the Lifespan,” 2018, pp. 328–344.

U. Gulchexraxon and A. Kizi, “Self-Esteem And Personal Self-Concept InPrimary School-Aged Children,” Pedagogical Cluster-Journal of Pedagogical Developments, vol. 3, no. 9, pp. 1–6, Sep. 2025, Accessed: Dec. 06, 2025. [Online]. Available: https://euroasianjournals.org/index.php/pc/article/view/699

O. Rubin and O. Rubin, “Self-Esteem in Early Childhood: The Importance of Appearance,” Open J Soc Sci, vol. 11, no. 11, pp. 92–104, Nov. 2023, doi: 10.4236/JSS.2023.1111005.

N. Epel et al., “The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem,” Children 2021, Vol. 8, vol. 8, no. 11, Oct. 2021, doi: 10.3390/CHILDREN8110958.

L. A. Powell, J. Parker, A. Weighall, and V. Harpin, “Psychoeducation Intervention Effectiveness to Improve Social Skills in Young People with ADHD: A Meta-Analysis,” J Atten Disord, vol. 26, no. 3, p. 340, Feb. 2021, doi: 10.1177/1087054721997553.

Z. Kaya and A. Kaval, “The Effect of a Social Skills-Based Psychoeducation Programme on Primary School Students’ Social Skill Levels *,” Egitim ve Bilim, vol. 47, no. 210, pp. 281–298, 2022, doi: 10.15390/EB.2022.9936.

M. H. Guindon, “Self-esteem across the lifespan: Issues and interventions,” Self-Esteem Across the Lifespan: Issues and Interventions, pp. 1–365, Oct. 2009, doi: 10.4324/9780203884324.

미 숙전, 현 옥 ㆍ김, 간호대학전북대학교, M. Jeon, and H.-O. Kim ㆍ, “The Relationship between Social support, Self-esteem and Stress in Elementary School Children,” Journal of The Korean Society of Maternal and Child Health, vol. 16, no. 1, pp. 122–132, Jan. 2012, doi: 10.21896/JKSMCH.2012.16.1.122.

P. Pendidikan, “Pengaruh Psikoedukasi Terkait Empati Pada Siswa Sekolah Inklusi Berdasarkan Pendidikan Inklusi dan Jenis Kelamin,” Publikasi Pendidikan, vol. 14, p. 2024, Jun. 2024.

M. Wirahandayani, W. Rakhmawati, and E. A. Rukmasari, “The Effect of Role Playing Methods on Social-emotional Development in Preschool Children,” Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, vol. 7, no. 1, pp. 1156–1168, Mar. 2023, doi: 10.31004/OBSESI.V7I1.3626.

A. Y. Mohd Amin, A. Ahmad, and H. Hashim, “Exploring the Role of Storyline, Characters, and Interactive Storytelling Techniques in Fostering Socio-Emotional Learning in Early Childhood Education,” Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, vol. 13, no. 2, pp. 58–67, Aug. 2024, doi: 10.37134/JPAK.VOL13.2.6.2024.

J. M. S. Wong, “‘I am a little superhero!’: a pilot play-based group to enhance self-esteem of children from low-income families in Hong Kong,” Soc Work Groups, vol. 44, no. 2, pp. 181–192, Apr. 2021, doi: 10.1080/01609513.2020.1826387;JOURNAL:JOURNAL:WSWG20;REQUESTEDJOURNAL:JOURNAL:WSWG20;ISSUE:ISSUE:DOI.

S. Sahlan, “The Effectiveness of Role-play Integrated Multisensory Learning to Enhance Students’ Confidence and Speaking Skill,” QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, vol. 14, no. 2, pp. 977–994, Dec. 2022, doi: 10.37680/QALAMUNA.V14I2.3852.

S. Moein, M. R. Abedi, and I. Baghban, “A social work study on the effects of self-esteem games on elementary female self-esteem,” 2013, doi: 10.5267/j.msl.2013.09.001.

N. Nuraini, “HE EFFECTIVENESS OF ROLE-PLAY TECHNIQUE TO IMPROVE STUDENT’S SELF-ESTEEM,” vol. 2, p., 2017, [Online]. Available: https://consensus.app/papers/he-effectiveness-of-roleplay-technique-to-improve-student-nuraini/4fcce092c56c5ea9b3faaa8723cdf013/

M. Bulus, “Sample Size Determination and Optimal Design of Randomized/Non-equivalent Pretest-posttest Control-group Designs,” May 2021, doi: 10.35542/OSF.IO/K5EY8.

M. Dolores and C. Tongco, “Purposive Sampling as a Tool for Informant Selection,” Ethnobotany Research and Applications, vol. 5, no. 0, pp. 147–158, Dec. 2007, Accessed: Dec. 13, 2025. [Online]. Available: https://ethnobotanyjournal.org/index.php/era/article/view/126

S. Campbell et al., “Purposive sampling: complex or simple? Research case examples,” J Res Nurs, vol. 25, no. 8, p. 652, Dec. 2020, doi: 10.1177/1744987120927206.

N. Maroqi UIN Syarif Hidayatullah Jakarta, “Uji Validitas Konstruk Pada Instrumen Rosenberg Self Esteem Scale Dengan Metode Confirmatory Factor Analysis (CFA),” JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia), vol. 7, no. 2, pp. 92–96, Jul. 2018, doi: 10.15408/JP3I.V7I2.12101.

Y. Kim, W. Dhammasaccakarn, and I. Tongsamsi, “The Roles of Self-esteem in the Relationship between Emotional Intelligence (EI) and Adjustment among International Students in Southern Thailand,” Makara Human Behavior Studies in Asia, vol. 25, no. 1, pp. 96–107, 2021, doi: 10.7454/hubs.asia.1220620.