Empowering speaking skills through problem-based learning in Indonesian blended classrooms

Jenny Ngo

doi:10.17509/jik.v21i4.76037

Abstract

The COVID-19 pandemic accelerated the shift towards remote and blended learning, prompting educators to seek innovative pedagogical approaches. In response, the Indonesian government introduced the Merdeka curriculum, emphasizing student-centered learning, critical thinking, and independent knowledge-building. Problem-based learning (PBL) aligns well with these objectives, engaging students in real-world problem-solving and promoting critical thinking, collaboration, and communication skills. This study examines the effectiveness of PBL in enhancing English-speaking skills within a blended learning environment at a private university in Surabaya. Using a quantitative research approach, data were collected through classroom observations and surveys and analyzed with SPSS. The findings revealed that PBL effectively promoted self-directed learning, peer collaboration, and speaking skill development. These suggest that PBL is an effective strategy for enhancing language proficiency and fostering student engagement that aligns with Indonesia’s educational reforms. However, to further optimize PBL's effectiveness, it is recommended to consider adjustments such as flexibility for attendance, scaffolding for highly diverse students, and culturally relevant activities. These modifications can create a more inclusive and supportive learning environment for English Language Learners (ELLs) in Indonesia.

Abstrak

Pandemi COVID-19 mempercepat peralihan ke pembelajaran jarak jauh dan pembelajaran campuran, sehingga mendorong para pendidik untuk mencari pendekatan pedagogi yang inovatif. Sebagai tanggapannya, pemerintah Indonesia memperkenalkan kurikulum Merdeka, yang menekankan pembelajaran yang berpusat pada siswa, berpikir kritis, dan membangun pengetahuan secara mandiri. Pembelajaran Berbasis Masalah (PBL) selaras dengan tujuan-tujuan ini, karena pembelajaran ini melibatkan siswa dalam pemecahan masalah di dunia nyata dan meningkatkan keterampilan berpikir kritis, kolaborasi, dan komunikasi. Penelitian ini menguji efektivitas PBL dalam meningkatkan keterampilan berbahasa Inggris dalam lingkungan pembelajaran campuran di sebuah universitas swasta di Surabaya. Dengan menggunakan pendekatan penelitian kuantitatif, data dikumpulkan melalui observasi kelas dan survei dan dianalisis dengan SPSS. Temuannya mengungkapkan bahwa PBL secara efektif mendorong pembelajaran mandiri, kolaborasi teman sebaya, dan pengembangan keterampilan berbicara. Hal ini menunjukkan bahwa PBL merupakan strategi yang efektif untuk meningkatkan kemahiran bahasa dan mendorong keterlibatan siswa sejalan dengan reformasi pendidikan di Indonesia. Namun, untuk lebih mengoptimalkan efektivitas PBL, disarankan untuk mempertimbangkan penyesuaian seperti fleksibilitas kehadiran, scaffolding untuk siswa yang sangat beragam, dan kegiatan yang relevan dengan budaya. Modifikasi ini dapat menciptakan lingkungan belajar yang lebih inklusif dan mendukung bagi Pembelajar Bahasa Inggris (ELLs) di Indonesia.

Kata Kunci: pembelajaran campuran; pembelajaran berbasis masalah; peningkatan keterampilan berbicara

Keywords:

blended learning problem-based learning speaking performance

References

Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & Okoro, C. O. (2020). Social constructivism: Implications on teaching and learning. British Journal of Education, 8(8), 49-56.

Cadiz-Gabejan, A. M. (2021). Enhancing students' confidence in an English language classroom. International Journal of English Language Studies, 3(1), 16-25.

Chen, L. T., & Liu, L. (2020). Methods to analyze Likert-type data in educational technology research. Journal of Educational Technology Development and Exchange, 13(2), 39-60.

Corfman, T., & Beck, D. (2019). Case study of creativity in asynchronous online discussions. International Journal of Educational Technology in Higher Education, 16(22), 1-20.

Djunaidi, D., & Jaya, A. (2024). Project based learning assisted by peer assessment to promote the students' critical thinking ability in the tertiary level of education. Journal of Social Work and Science Education, 5(1), 394-403.

Fattahi, M. P., & Cuocci, S. (2022). Foreign language anxiety: A review on theories, causes, consequences and implications for educators. Journal of English Learner Education, 14(2), 1-12.

Hansen, K., & Świderska, A. (2024). Integrating open- and closed-ended questions on attitudes towards outgroups with different methods of text analysis. Behavior Research Methods, 56, 4802-4822.

Hermawan, C. (2022). Pengaruh Problem-Based Learning (PBL) terhadap keterampilan berpikir kritis siswa SMA pada materi perubahan lingkungan. Jurnal Biology Teaching and Learning, 5(2), 189-197.

Hikmah, H. (2024). Meningkatkan keterampilan berbicara siswa dengan menggunakan model Pembelajaran Berbasis Masalah (PBL) di kelas XI OTKP SMK YPS Prabumulih. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(1), 2536-2542.

Huri, A. S., Sahae, J. P., Prince, A. M., & Srivastava, R. (2024). Collaborative learning communities: Enhancing student engagement and academic achievement. Educational Administration: Theory and Practice, 30(5), 7031-7036.

Jeon, J., & Park, S. (2021). Self-directed learning versus problem-based learning in Korean nurse education: A quasi-experimental study. Healthcare, 9(1), 1-11.

Kusumawardani, S., Priyatmoko, H., & Utami, I. (2022). Enhancing speaking skills through problem-based learning: A case study in EFL classrooms. International Journal of Language Education, 6(2), 142-155.

Kusumawardani, W., & Aminatun, T. (2024). PBL in blended learning design to increase critical thinking and problem-solving skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3303-3308.

Lim, W. K. (2023). Problem based learning in medical education: Handling objections and sustainable implementation. Advances in Medical Education and Practice, 14, 1453-1460.

Menggo, S., Pramesti, P. D. M. Y., & Krismayani, N. W. (2023). Integrating project-based learning in preparing students' interpersonal communication skills on speaking courses in Indonesia. International Journal of Learning, Teaching and Educational Research, 22(9), 219-240.

Mutanga, M. B. (2024). Students' perspectives and experiences in project-based learning: A qualitative study. Trends in Higher Education, 3(4), 903-911.

Ngo, J., Budiyono, B., & Ngadiman, A. (2021). Investigating student satisfaction in remote online learning settings during COVID-19 in Indonesia. Journal of International and Comparative Education, 10(2), 73-95.

Putri, A., & Saifuddin, M. (2024). Self-regulation in problem-based blended learning. International Journal of Education and Learning, 6(1), 31-40.

Rodríguez, M. F., Nussbaum, M., Yunis, L., Reyes, T., Alvares, D., Joublan, J., & Navarrete, P. (2022). Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education, 182, 1-13.

Saputro, S. (2021). A conceptual framework for empowering students' critical thinking through problem based learning in chemistry. Journal of Physics: Conference Series, 1842(1), 1-10.

Sholihah, T. M., & Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1), 148-154.

Simbolon, D. R. S., Haryudin, A., & Efransyah, E. (2019). Improving students' speaking skill through Project Based Learning (PBL). Project, 2(2), 140-145.

Siswanto, S. (2024). The effect of Self-Directed Learning (SDL) in higher education: Increasing student independence and achievement. Jurnal Inovasi Teknologi Pendidikan, 11(1), 35-43.

Suharlan, L. S., Arsyad, M., & Pallaon, P. (2023). The influence of problem based learning and self-directed learning models on students' problem solving abilities. Jurnal Penelitian Pendidikan IPA, 9(12), 11386-11393.

Sundari, S., & Rahmawati, F. A. (2022). Does problem-based learning improve students' self-directed learning abilities? Jurnal Pendidikan Kedokteran Indonesia, 11(4), 374-380.

Susanti, M., Suyanto, S., Jailani, J., & Retnawati, H. (2023). Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course. Journal of Education and Learning (EduLearn), 17(4), 507-525.

Sutrisna, G., & Artini, L. P. (2020). Does problem based learning affect students' speaking skill and attitude toward ELL? Retorika: Jurnal Ilmu Bahasa, 6(2), 131-138.

Tempelaar, D., Bátori, A., & Giesbers, B. (2024). Understanding self-regulation strategies in problem-based learning through dispositional learning analytics. Frontiers in Education, 9, 1-15.

Tzenios, N. (2022). Learner-centered teaching. International Journal of Current Research in Science Engineering & Technology, 4(1), 916-919.

Van der Vleuten, C., van den Eertwegh, V., & Giroldi, E. (2019). Assessment of communication skills. Patient Education and Counseling, 102(11), 2110-2113.

Wicaksono, S. (2024). Impact of collaborative learning in higher education environment. Sustainable Jurnal Kajian Mutu Pendidikan, 7(1), 53-58.

Williamson, E. (2023). The effectiveness of project-based learning in developing critical thinking skills among high school students. European Journal of Education, 1(1), 1-11.

Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: A systematic review. Frontiers in Education, 8, 1-13.

Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem-based learning in education. Creative Education, 10, 2671-2688.