This study aims to increase the interest in learning history among ninth-grade students at SMP Sinar Pancasila Betun through the application of the role-playing method. The research problem addressed in this study is how effective the role-playing method is in increasing students' interest in learning history and what factors influence the success of this method. The study uses a classroom action research (CAR) method, consisting of four cycles. Each cycle includes stages of planning, implementation, observation, and reflection. Data collection instruments used include observation sheets and learning interest questionnaires. The results of the study show a significant increase in students' interest in learning after the application of the role-playing method. In the second cycle, the average student learning interest was at 66%, and it gradually increased to 81% by the fourth cycle. The discussion of these results indicates that the role-playing method not only increases students' interest in learning but also facilitates collaboration, active participation, and student creativity in the history learning process. Therefore, it can be concluded that the role-playing method is effective in increasing the interest in learning history among ninth-grade students at SMP Sinar Pancasila Betun.

The use of media in every activity is an absolute necessity for an educator because every learning activity that takes place in schools and universities requires educators to utilize technology when they are in the classroom or learning that takes place in a row. This is what happened in the Primary School Teacher education study program at the Sinar Pancasila Teacher Training and Education College (STKIP) where the role of technology is very much needed, both as a medium and as a tool in learning. This research aims to analyze what needs are needed in the Sinar Pancasila Teacher Training and Education College (STKIP) PGSD Study Program as a form of support during the learning process. This research uses a qualitative descriptive method where researchers conduct observations and interviews with students in the study program to find facts about the need for learning media in the PGSD Study Program. This research also aims to analyze the needs of the students of the PGSD Study Program at the Sinar Pancasila Teacher Training and Education College (STKIP) regarding the use of media that have not been met; lack of existing facilities in the study program; and opinions and input from study program students during the learning process as well as solutions offered based on the results of research data.

Desa Oebou merupakan salah satu desa yang ada di Kecamatan Rote Barat Daya, dengan kehidupan masyarakatnya yang masih sangat tradisional dalam setiap tradisi yang ada. Salah satunya adalah penggunaan alat musik Sasando, dan proses pembuatan yang masih sangat tradisional. Melalui hasil penelitian yang dilakukan oleh peneliti, dapat diketahui bahwa masyarakat pada umumnya percaya bahwa alat musik sasando ini diciptakan oleh seorang pemuda yang bernama Pupuk Saroba dan ia menciptakan alat musik sasando ini setelah ia mendengar bunyi dari seekor serangga yang membuat sarangnya diatas pohon lontar.  Sedangkan dalam proses pembuatan alat musik sasando ini terdapat tiga tahap yakni pada tahap awal pembuat sasando mengumpulkan bahan-bahan pembuatannya seperti kayu merah, tali senar, lidi, daun lontar, parang, bor dan ekor ikan pari. Pada tahap pembuatan dipotong ruas bambu, dibuat tombol-tombol tuts, memasang tali senar, membuat dan memasang tabung, memasang batang sasando, memasang senar pada  batang sasando dan mengatur nada pada sasando. Pada tahap akhir proses pembuatan sasando adalah pengaturan nada-nada  sesuai dengan tinggi rendah nada dan not-not  yang ada sehingga menghasilkan bunyi sasando yang berkwalitas baik dan indah didengar. Dan tahap akhir merupakan tahap puncak dari pembuatan alat musik sasando pada masyarakat Rote Ndao di Desa Oebou.