Barata Harsena Dewa, M. Zaim
Problem-based learning (PBL) is an active teaching strategy that enables students to take control of their education. PBL as a dynamic learning technique in English classes reveals its potential for student development and increases the prospect of combining theory with high competence levels. This research aims to find out how PBL is employed in English classes. A descriptive qualitative study was conducted using an observation and interview guide. The researchers used observation sheets, document analysis, questionnaires, and interviews as data collection instruments. The participants in this study were two teachers and 20 students. PBL has been implemented in SMK 04 Kepahiang regency in Bengkulu province for several years. However, it has yet to meet its objectives, according to the conclusions of this study. Because teachers are still having problems learning PBL concepts and procedures, the implementation of PBL is not working optimally or attaining its aims. The PBL implementation method, which includes "exploring what students know and do not know about the problem" and "developing alternate solutions to the problem that is not working optimally," is not followed by teachers. Due to a lack of awareness about PBL tactics, teachers have trouble ultimately adopting them. It also has an automatic effect on the low achievement of the students. Based on the evidence, it appears that PBL was used in SMK 4 in the following ways: 1. They are aware of the issue. 2. determining what they know and do not know about the Problem, 3. developing prospective solutions to the Problem, 4. analyzing the benefits and downsides of each choice, and selecting the most viable option. As a result, instructors at SMK 04 Kepahiang regency, Bengkulu province, who are still practising PBL, are encouraged to learn more about applying PBL to improve student achievement. © 2023 American Institute of Physics Inc.. All rights reserved.
Universitas Negeri Padang, Padang, Indonesia
