This study aims to improve the social-emotional skills of 5–6-year-old children through the application of the macro role-playing method at RA Thoriqotussa’adah. This study employed a Classroom Action Research (CAR) approach conducted in two cycles, encompassing the planning, implementation, observation, and reflection stages. The research subjects were 12 children in Group B2. Data collection techniques included observation, interviews, and documentation. Data analysis utilized the Miles and Huberman interactive model. The results of the study indicate that the children’s social-emotional skills showed a significant improvement. In the pre-cycle stage, the average achievement was 35.4%, categorized as low. After implementing the macro role-playing method in Cycle I, achievement increased to 58.3%, though it had not yet met the success criteria. Improvements in Cycle II resulted in a more optimal increase, with an average achievement of 91.7% and meeting the success criteria. This improvement was evident in the aspects of cooperation, the ability to wait for one’s turn, emotional control, discipline, responsibility, and polite behavior. These findings indicate that the macro role-playing method is effective in enhancing children’s social-emotional skills because it provides a realistic, contextual learning experience that involves children’s active participation. Thus, this method can serve as an innovative learning strategy that is well-suited to the characteristics of young children.

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