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All Journal International Journal of Technology and Education Research
Kris Jhon Fidelis Simbolon
Department of English Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

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The Effect of Problem-Based Learning on the First-Grade Students' Reading Comprehension at SMK GKPI 2 Pematangsiantar Kris Jhon Fidelis Simbolon; Bernieke Anggita Ristia Damanik; Dumaris E. Silalahi
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3962

Abstract

This research discusses the effect of Problem-Based Learning (PBL) on students’ reading comprehension at SMK GKPI 2 Pematangsiantar. This research used a quantitative method with a quasi-experimental design. The population of this research consisted of the first-grade students of SMK GKPI 2 Pematangsiantar in the academic year 2025/2026. The sample consisted of 31 students divided into two groups: 16 students in the experimental class and 15 students in the control class. The experimental class was taught using Problem-Based Learning, while the control class was taught using the conventional teaching method. The instrument used in this research was a reading comprehension test consisting of multiple-choice and short-answer questions. The data were collected through pre-test and post-test. The results showed that the students in the experimental class experienced greater improvement in reading comprehension compared to the control class. The statistical analysis using the Mann–Whitney U Test indicated that there was a significant difference between the post-test scores of the experimental and control groups. Therefore, the alternative hypothesis (H₁) was accepted and the null hypothesis (H₀) was rejected. Based on the findings, it can be concluded that Problem-Based Learning has a significant effect on students’ reading comprehension.
Co-Authors Bernieke Anggita Ristia Damanik Dumaris E. Silalahi