Problem-Based Learning Model in EFL Classroom: Eyes of Teacher and Students

Abstract

Problem-based learning is important because it helps students develop critical thinking skills, learn in a relevant way, develop collaborative skills, encourage deep understanding, and increase intrinsic motivation. PBL is very relevant when used in current learning, or more precisely, in the Merdeka curriculum. However, the discussion regarding how PBL is perceived as one of the evaluations has not been widely studied. Therefore, this study aims to investigate teacher and student perceptions of the PBL model in the EFL classroom. This research method uses a qualitative case study design by using semi-structured interviews with one selected teacher and four selected students at a junior high school in Garut, West Java. In general, teachers and students had positive perceptions of PBL, but there were still some problems. First, teachers still lacked of the knowledge to implement PBL. Second, teachers had barriers in engaging students in class. Third, students felt that the teacher could not control the group work in class. Therefore, it is noted that in implementing PBL, teachers have to pay attention to classroom management, especially student engagement, and teachers also need to improve their skills in PBL by following some trainings.