<![CDATA[This study aims to investigate students' perceptions of the use of Problem-Based Learning (PBL) in writing activities at SMAN 1 Luhak Nan Duo. This study employed a quantitative descriptive method, utilizing a questionnaire as the primary data collection instrument. The participants of this study were 30 second-grade students in the 2024/2025 academic year. The study focused on five leading indicators adapted from Jonassen (1999): engagement in problem-solving, critical thinking and idea development, collaboration and exploration of ideas, relevance to real-life situations, and effective use of resources, as well as reflection and application of knowledge. The results showed that students' overall perception of PBL in writing was very positive, with an average score of 3.36 or 84%. Students felt more engaged, motivated, and able to connect the writing topics with real-life contexts. They also believed that PBL helped them think critically, collaborate effectively, and reflect on their writing process. PBL is an effective model for making writing lessons more interactive and student-centered. Teachers are encouraged to implement it, and future research should explore its use in other language skills.]]>
Copyrights © 2025
