Abstract:
This study explores the implementation of the debate-roleplay method to enhance Historical Consciousness
among 11thgrade vocational school students at SMK Negeri 2 Ciamis. Conducted over two cycles, the study
integrated debate and roleplay activities, assigning students roles as representative of historical classes that
participate in Indonesian Independence war to discuss Indonesia's struggle for independence through both
military and diplomatic efforts. The findings demonstrated significant improvements in student historical
consciousness, argumentation skills, and roleplaying empathy. The percentage of students achieving a high
level of historical consciousness increased from 21.87% (pre-cycle) to 87.50% (Cycle II), while
argumentation skills rose from 12.50% to 81.25%, and role-playing empathy from 28.12% to 84.37%. This
method fostered critical thinking, collaboration, and a deeper understanding of historical values and
responsibilities. It proved effective in creating a progressive, contextual, and empathetic learning
environment for history education.
