Money Usage Skills through the Role-Playing Method for Students with Intellectual Disabilities

Abstract

Students with intellectual disabilities often experience difficulties in using money independently in daily life, particularly in performing basic monetary calculations during buying and selling activities. This study aimed to improve money usage skills through the role-playing method for a tenth-grade student with an intellectual disability at SLB Kemala Bhayangkari Lintau Buo Utara. The research problem focused on the student’s limited ability to apply money-related calculations, such as determining payment amounts, calculating change, and managing remaining money in real-life situations. This study employed a quantitative experimental approach using a Single Subject Research (SSR) design with an A–B pattern. The subject was one male student with an intellectual disability, identified by the initial D. Data were collected through observation and performance tests using a checklist instrument, with results expressed in percentages. Data analysis was conducted using visual graph analysis, including within-condition and between-condition analyses to examine changes in level, trend, stability, and improvement. The results showed that during the baseline phase, the student’s money usage ability remained stable at 50%. After the implementation of the role-playing intervention, the student’s performance gradually improved and reached a stable level of 90%. These findings indicate that the role-playing method is effective in improving money usage skills in students with intellectual disabilities. Therefore, role playing can be considered an effective and practical alternative learning method to enhance functional life skills, particularly money usage, for students with intellectual disabilities.