The Teacher's Challenges of the Implementation of Problem-Based Learning in Teaching English at SMKN 1 Toraja Utara
DOI:
https://doi.org/10.30605/jsgp.6.1.2023.6297Keywords:
Teacher Challenges, Problem Based Learning, Tecahing EnglishAbstract
The urgency of this research lies in addressing the practical challenges faced by teachers in implementing Project-Based Learning (PBL) within English instruction at SMKN 1 Toraja Utara, particularly under the Merdeka Belajar Curriculum. PBL is widely recognized for fostering critical thinking, collaboration, and authentic language use; however, its successful application requires adequate teacher preparation, resources, and supportive learning environments. This study adopts a qualitative approach, utilizing interviews, classroom observations, and document analysis to explore these challenges in depth. The findings indicate that teachers face substantial barriers, including insufficient formal training and limited understanding of PBL concepts, which hinder the design and facilitation of effective projects. Resource shortages, such as inadequate materials and budget constraints, further complicate implementation. Additionally, resistance from students and parents reduces motivation and acceptance of the approach. Time constraints emerge as a particularly critical obstacle, limiting opportunities for thorough planning, execution, and assessment of projects, despite the presence of some supportive facilities. Other notable issues involve difficulties in evaluating students’ problem-solving skills and managing diverse classroom dynamics to ensure equitable participation. These findings highlight the need for targeted professional development, improved resource allocation, and adaptive teaching strategies to align PBL with the vocational school context. While PBL presents significant educational benefits, addressing these constraints is essential for its effectiveness. The study recommends stronger institutional support and the integration of PBL-focused training into teacher development programs to enhance its sustainability and impact in vocational English education.
Downloads
References
Aksela, M., & Haatainen, O. (2019). Project-based learning (PBL) in practise: Active teachers' views of its' advantages and challenges. In International STEM in Education Conference (pp. 9-16). Queensland University of Technology.
Ali, S. S. (2019). Problem based learning: A student-centered approach. English language teaching, 12(5), 73-78. Teaching. http://dx.doi.org/10.5539/elt.v12n5p73
Astifo, A. M. (2020). Using immersion teaching process to develop EFL learners’ speaking skill. Journal of Tikrit university for humanities, 27(5), 45-61. https://doi.org/10.25130/jtuh.27.5.2020.21
Babu, M. R. 2023. “The Constructive And Vital Role Of Teachers And Youth In Nation Building.” 7838(December): 378–81.
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education, 46(1), 90-115. https://doi.org/10.1080/03043797.2020.1718615.
Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approach. London: Sage Publications, Inc.
Dahlgren, M. A., Castensson, R., & Dahlgren, L. O. 1998. “PBL from the Teachers’ Perspective. Higher Education.” Higher Education 36(4): 437–47.
Ertmer, P. A., & Glazewski, K. D. (2015). Essentials for PBL implementation: Fostering collaboration, transforming roles, and scaffolding learning. Essential readings in problem-based learning, 58, 89-106.
Fitriana, R. O. (2021). The important role of English songs in learning English for young learners. Jurnal Dieksis ID, 1(1), 13-18. https://doi.org/10.54065/dieksis.1.1.2021.45
Guo, Q., Jamil, H., Ismail, L., Luo, S., & Sun, Z. (2023). Effects of problem-based learning on EFL learning: A systematic review. PloS One, 19(12), e0307819. https://doi.org/10.1371/journal.pone.0307819.
Jaganathan, S., Bhuminathan, S., & Ramesh, M. 2023. “Problem-Based Learning – An Overview.” Journal of Pharmacy & Bioallied Sciences 16(1435–1437). https://doi.org/10.4103/jpbs.jpbs_820_23.
Kemdikbudristek. 2022. “Merdeka Belajar: Kampus Merdeka.” https://mbkm.kemdikbud.go.id/.
Maritu, J. C., Indah, O. D., & Hermini, H. (2023). English Day Program Implementation In The Students’ Speaking Skill Of SMAN 2 Luwu. Jurnal Dieksis ID, 4(1), 53-62. https://doi.org/10.54065/dieksis.4.1.2023.462
Mihaela, B., & Ştefania, K. 2020. “Continuous Improvement Challenges: Implementing PBL in One University in Romania.” Studies in Business and Economics 15: 18–27. https://doi.org/10.2478/sbe-2020-0022.
Miles, M. B., & Huberman, A. M. 1994. Qualitative Data Analysis: An Expanded Sourcebook (2nd Ed.). Sage Publications.
Poikela, S., & Moore, I. 2010. PBL Challenges Both Curriculum and Teaching. In New Approaches to Problem-Based Learning. Routledge.
Saibin, T. C., Ung, L. L., Janteng, J., & Matmali, N. (2023). Competition-based learning and project-based learning to promote undergraduate students’ motivation and performance in mathematics.
Widiansyah, A. T. 2018. “Peranan Pendidikan Sebagai Modal Utama Membangun Karakter Bangsa.” MUADDIB: Studi Kependidikan dan Keislama 7(2): 117–48. https://doi.org/10.24269/muaddib.v7i2.1155.
Yang, D., Skelcher, S., & Gao, F. (2021). An investigation of teacher experiences in learning the project-based learning approach. Journal of Education and Learning (EduLearn), 15(4), 490-504. https://doi.org/10.11591/edulearn.v15i4.20302
Zhang, D., & Hwang, G. J. (2023). Effects of interaction between peer assessment and problem-solving tendencies on students’ learning achievements and collaboration in mobile technology-supported project-based learning. Journal of Educational Computing Research, 61(1), 208-234 https://doi.org/10.1177/07356331221094250.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Yanti Inna Pagampa, Viktor Siumarlata, Judith Ratu Tandi Arrang
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
