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All Journal IJBE (Integrated Journal of Business and Economics) Martabe : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Ilmu Manajemen Jurnal Gema Ngabdi BALANCE: Economic, Business, Management and Accounting Journal MOTIVASI Jurnal Manajemen dan Bisnis Jurnal Ilmu Sosial, Manajemen, Akuntansi dan Bisnis International Journal of Business, Management and Economics International Journal of Marketing and Human Resource Research Proceeding ISETH (International Summit on Science, Technology, and Humanity) (JIMBE) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Intelek Insan Cendikia Jurnal Manajemen dan Bisnis (J-Mabis)
Nurrahmi, Maftuhah
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Journal : Indonesian Journal on Learning and Advanced Education (IJOLAE)

 1 
Perception of Teachers Regarding Problem-Based Learning and Traditional Method in the Classroom Learning Innovation Process Asti Gumartifa; Indawan Syahri; Rusdy A Siroj; Maftuhah Nurrahmi; Norazmie Yusof
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 2, May 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i2.20714

Abstract

The implementation of problem-based learning (PBL) method in the teaching of English at the junior high school level has proven to be beneficial and effective, as evidenced by the research findings. PBL focuses on the learning process itself by incorporating real-world issues and problems that are aligned with the school curriculum. This approach addresses various challenges that may arise during the learning process, such as lack of engagement, learning disabilities, language barriers, limited resources, and teacher-student relationships. Therefore, this research aimed to investigate perception of teachers regarding PBL and traditional method of teaching English at the junior high School level. The research design used was descriptive, and it involved data collection through interviews, as well as analysis. The data were gathered from various English teachers at different Junior High Schools in South Sumatra, with a total of 34 participants. A questionnaire was used to measure perception of teachers regarding both learning methods in teaching. The results showed a dominant preference for PBL as the selected method. Moreover, teachers also acknowledged a significant improvement in the learning outcomes of students. The contributions of PBL were twofold, 1) it promoted active learning by requiring students to take an active role during the learning process, and 2) it developed problem-solving skills by requiring the identification, analysis, and resolution of real-world problems.
Perception of Teachers Regarding Problem-Based Learning and Traditional Method in the Classroom Learning Innovation Process Gumartifa, Asti; Syahri, Indawan; Siroj, Rusdy A; Nurrahmi, Maftuhah; Yusof, Norazmie
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 2, May 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i2.20714

Abstract

The implementation of problem-based learning (PBL) method in the teaching of English at the junior high school level has proven to be beneficial and effective, as evidenced by the research findings. PBL focuses on the learning process itself by incorporating real-world issues and problems that are aligned with the school curriculum. This approach addresses various challenges that may arise during the learning process, such as lack of engagement, learning disabilities, language barriers, limited resources, and teacher-student relationships. Therefore, this research aimed to investigate perception of teachers regarding PBL and traditional method of teaching English at the junior high School level. The research design used was descriptive, and it involved data collection through interviews, as well as analysis. The data were gathered from various English teachers at different Junior High Schools in South Sumatra, with a total of 34 participants. A questionnaire was used to measure perception of teachers regarding both learning methods in teaching. The results showed a dominant preference for PBL as the selected method. Moreover, teachers also acknowledged a significant improvement in the learning outcomes of students. The contributions of PBL were twofold, 1) it promoted active learning by requiring students to take an active role during the learning process, and 2) it developed problem-solving skills by requiring the identification, analysis, and resolution of real-world problems.
Co-Authors Adjeng Moelyati, Trisniarty Aldo Saputra Agung Amidi Amrah Muslimin Asiati , Diah Isnaini Asiati, Diah Isnaini Asti Gumartifa Asti Gumartifa Asti Gumartifa Balqis Sabrina, Putri Bengawan Alfaresi Bengawan Alfaresi Fitriah, Wani Handhiko, Bagoes Hardiansyah Al Fikri Herudiansyah, Gumar Hustia, Anggreany Indawan Syahri Juniardi, Afdi Khairunnisa, Putri Lamuhairah Putri Wijayanti Maksum Sofuwan, Tri Mardiana Puspasari Marisa, Cyntya Muhammad Idris Norazmie Yusof Pebrianto, Dedy Pratiwi, Andini Putri Quadrianti, Lilly Rusdy A Siroj Rusdy A Siroj Sabrina, Nina Salman Salman Selfa Amalni Silvyana Silvyana SRI RAHAYU Surtiati Ningsih, Desti Tengku Riza Zarzani N Ulpa, Aktrilianjas Utami, Dinarossi Yuda Mahrom DarmaSaputra Yusof, Norazmie