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

Jenny Ngo

doi:10.17509/jik.v21i4.76037

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

Jenny Ngo

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

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DOI: https://doi.org/10.17509/jik.v21i4.76037