Problem-Based Learning Model to Improve English Learning Achievement

Hamzah Alias 1 Indonesia
1 Institut Agama Islam As'adiyah Sengkang
Link Copied!
Published 2023-09-27
Vol. 2 No. 4 (2023) PAGES 102-110
DOI 10.51574/ijrer.v2i4.1020
Views / Downloads 353 447

Examining the language components, textual organization, and social function of statements that provide services and answers based on usage context is one of the most challenging assignments for students. It is necessary to find a remedy because student achievement data from recent years indicates that they are quite poor when it comes to studying this content. Thus, 32 students from class XI MA As'diyah Putri Sengkang served as subjects for a classroom action study that was conducted. English learning achievement is the subject of the study. Determining and assessing the PBL model's efficacy in raising English learning outcomes is the goal of this study. Utilizing learning accomplishment exams, data was gathered and subjected to both qualitative and descriptive analysis. If this action research attains a minimum average score of 75 and a minimum of 82% for classical learning completeness, it is considered effective. According to the study findings, cycle I had an average score of 72.21 and 75.64% for classical completeness. In cycle II, on the other hand, classical completeness reached 92.48%, and the average score was 74.32. In the second semester of the 2022-2023 academic year, the class XI MA As'adiyah Putri Sengkang students can attain better learning outcomes by implementing the PBL learning model in two cycles.

Hamzah Alias. (2023). Problem-Based Learning Model to Improve English Learning Achievement. ETDC: Indonesian Journal of Research and Educational Review , 2(4), 102–110. https://doi.org/10.51574/ijrer.v2i4.1020
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), 55. https://doi.org/10.3390/jintelligence10030055 DOI: https://doi.org/10.3390/jintelligence10030055
  2. Altrichter, H., Kemmis, S., McTaggart, R., & Zuber‐Skerritt, O. (2002). The concept of action research. The learning organization, 9(3), 125-131. DOI: https://doi.org/10.1108/09696470210428840
  3. Amerstorfer, C. M. (2020). Problem-based learning for preservice teachers of English as a foreign language. In Colloquium: New Philologies (pp. 75-90). DOI: https://doi.org/10.23963/cnp.2020.5.1.4
  4. Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology, 12, 4978. DOI: https://doi.org/10.3389/fpsyg.2021.713057
  5. Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, 104237. https://doi.org/10.1016/j.compedu.2021.104237 DOI: https://doi.org/10.1016/j.compedu.2021.104237
  6. Bali, M. M. E. I., & Musrifah, M. (2020). The Problems of Application of Online Learning in the Affective and Psychomotor Domains During the Covid-19 Pandemic. Jurnal Pendidikan Agama Islam, 17(2), 137-154. https://doi.org/10.14421/jpai.2020.172-03 DOI: https://doi.org/10.14421/jpai.2020.172-03
  7. Chen, C. H., Hung, H. T., & Yeh, H. C. (2021). Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37(3), 851-860. DOI: https://doi.org/10.1111/jcal.12528
  8. Hadi, M. S., & Izzah, L. (2018). Problem based learning (PBL) in teaching English for students of primary school teacher education department. English Language in Focus (ELIF), 1(1), 45-54. https://doi.org/10.24853/elif.1.1.45-54 DOI: https://doi.org/10.24853/elif.1.1.45-54
  9. Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 276. https://doi.org/10.3390/educsci9040276 DOI: https://doi.org/10.3390/educsci9040276
  10. Hasbi, M., & Fitri. (2023). Pre-Service Teachers with Courses in Problem-Based Learning in Mathematics. ETDC: Indonesian Journal of Research and Educational Review, 2(2), 51-60. DOI: https://doi.org/10.51574/ijrer.v2i2.588
  11. Malihah, E. (2015). An ideal Indonesian in an increasingly competitive world: Personal character and values required to realise a projected 2045 ‘Golden Indonesia’. Citizenship, Social and Economics Education, 14(2), 148-156. https://doi.org/10.1177/2047173415597143 DOI: https://doi.org/10.1177/2047173415597143
  12. Marfu’ah, S., Djatmiko, I. W., & Khairudin, M. (2017). Learning goals achievement of a teacher in professional development. Jurnal Pendidikan Teknologi dan Kejuruan, 23(3), 295-303. DOI: https://doi.org/10.21831/jptk.v23i2.12297
  13. Matthews, M. R. (2020). Philosophical Problems with Constructivism: Some considerations for student-centered learning and teaching. In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp. 47-64). Routledge. DOI: https://doi.org/10.4324/9780429259371-4
  14. Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
  15. Muzaini, M., Hasbi, M., Ernawati, E., & Kristiawati, K. (2022). The Empowerment of Problem-Based Learning Models to Improve Students’ Quantitative Reasoning. Formatif: Jurnal Ilmiah Pendidikan MIPA, 12(1). DOI: https://doi.org/10.30998/formatif.v12i1.8502
  16. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945. DOI: https://doi.org/10.1007/s42438-020-00155-y
  17. Saad, A., & Zainudin, S. (2022). A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning. Learning and Motivation, 78, 101802. https://doi.org/10.1016/j.lmot.2022.101802 DOI: https://doi.org/10.1016/j.lmot.2022.101802
  18. Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning, 3(1), 44-58. DOI: https://doi.org/10.7771/1541-5015.1046
  19. Suhendi, A., Purwarno, P., & Chairani, S. (2021). Constructivism-based teaching and learning in Indonesian education. KnE Social Sciences, 76-89. DOI: https://doi.org/10.18502/kss.v5i4.8668
  20. Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23. DOI: https://doi.org/10.1016/j.tate.2017.11.005
  21. Ulum, H. (2022). The effects of online education on academic success: A meta-analysis study. Education and Information Technologies, 27(1), 429-450. https://doi.org/10.1007/s10639-021-10740-8 DOI: https://doi.org/10.1007/s10639-021-10740-8
  22. Wells, S., Warelow, P., & Jackson, K. (2009). Problem based learning (PBL): A conundrum. Contemporary Nurse, 33(2), 191-201. DOI: https://doi.org/10.5172/conu.2009.33.2.191

Similar Articles

<< < 34 35 36 37 38 39 40 41 42 43 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Problem-Based Learning English Learning Achievement