This study aims to determine the teachers’ and students’ perceptions regarding the
implementation of Problem-Based Learning (PBL) in reading classes. This research
used a qualitative descriptive design, involving 32 grade XI students and two
English teachers. Data were collected through semi-structured interviews with
teachers and open-ended questionnaires distributed to students. The participants
were selected using purposive sampling, focusing on one class that had experienced
the implementation of PBL in reading instruction. The findings reveal that both
teachers and students generally perceive PBL as a beneficial and engaging learning
approach. From the teachers’ perspective, PBL promotes critical thinking, student
participation, and independent learning. Meanwhile, students reported increased
motivation, deeper comprehension, and enjoyment in reading through problem-
solving activities. These perceptions are evident across psychological, cognitive,
and affective dimensions of learning. However, several challenges were identified
during the implementation, including limited time, students’ unfamiliarity with
collaborative tasks, and the need for more structured guidance. Despite these
limitations, PBL was seen as a useful approach to improve reading skills and
classroom interaction.
A.
Conclusion
Based on the results of research at MAN 1 Bone, the implementation of
Problem-Based Learning (PBL) in reading activities has shown a very positive
impact on students. Through an open-ended questionnaire to 32 students and in-
depth interviews with two teachers, it was revealed that PBL significantly increased
students' motivation and engagement, where they no longer simply read to fulfill an
assignment, but were motivated to understand the text as part of an effort to solve
real problems. The process of group discussion and critical analysis that
characterizes PBL helps them develop higher-order thinking skills, deepen reading
comprehension, and build confidence in communication.
However, teachers also faced challenges such as time constraints, different
levels of reading ability, and uneven group work dynamics. The overall findings
suggest that, when adopted appropriately and with adequate pedagogical support,
PBL not only enriches the reading learning experience but also strengthens the
interpersonal relationship between teachers and students.
B. Suggestion
Based on the research, the researcher gives some suggestions as follows :
1.
The teacher must remain active in increasing their creativity in carrying out the
teaching and learning process so that they can turn on student learning well and be fun for students, so that the students' interest in learning can increase
properly, especially in learning English to improve the interest in learning.
choosing a problem-based learning strategy as a learning strategy that is always
used in the teaching process, can produce students who are smart and
understand English well.
2. The results obtained from several references and other supporting materials are
expected to provide broader insights to future teacher candidates. prospective
teachers are people who can influence students in the learning process. teaching
using a problem-based learning strategy has a positive or very good impact on
students and also teachers. it would be nice to increase the creativity of teaching
teachers in today's era so that they can produce students who are intelligent in
the future.

STAR20250169

169/2025

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