Paper Details

this research aims to examine the effects of using micro role play which consists of free-micro role play andguided-micro role play with self-confidence on children interpersonal intelligence. The research conducted on childrenin the group A of Asy-Syukriya and Jayawinata Kindergarten. The research method used was experiment method by level2x2 treatment design. Sampling technique used was simple random sampling. The total sample was 40 children. Theydivided into four groups. Data analysis used were Analysis of Variance (ANAVA) and Tukey Test. Research hypothesisrevealed that (1) Fcount = 6.194 > Ftable = 4.11 and H1 accepted at α = 0.05. It indicates that the overall group of childreninterpersonal intelligence who given free-micro role play are higher than guided-micro role play. (2) There is aninteraction effect between micro role play and self-confidence on children interpersonal intelligence. (3) Qcount = 6.84 >Ftable = 4.60 and H1 accepted at α = 0.05. It indicates that the children interpersonal intelligence who given free-microrole play are higher than guided-micro role play in the high self-confidence group. (4) Qcount = 1.87 > Ftable = 4.60 andH0 accepted at α = 0.05. It indicates that there is a difference between children interpersonal intelligence who given freemicro role play are lower than guided-micro role play in the low self-confidence group. Therefore, in optimizing thechildren interpersonal intelligence who have high self-confidence, it should use free-micro role play. Whereas, forchildren interpersonal intelligence who have low self-confidence, it should use guided-micro role play.

Rd. Ranie Damayanti, Myrnawaty CH, Hapidin, “THE EFFECTS OF USING MICRO ROLE PLAY AND SELF-CONFIDENCE ON CHILDREN INTERPERSONAL INTELLIGENCE AT TANGERANG KINDERGARTEN GROUP AN ACADEMIC YEAR 2017/2018”, International Journal of Advance Engineering and Research Development (IJAERD), Vol. 5, Issue 3, pp. 1697-1705, March 2018.