The Effectiveness of Problem-Based Learning (PBL) Model on Anecdotal Text Writing Skills: A Quasi-Experimental Study
Keywords:
Problem Based Learning (PBL), Anecdotal Text, Writing Skills.
Abstract
This study aims to determine students' ability in writing anecdotal texts by applying the Problem-Based Learning (PBL) model. This research design involves comparing the anecdotal text writing skills of class X students between classes using the Problem-Based Learning (PBL) model and without the Problem-Based Learning (PBL) model. The approach used in this study is quantitative, with experimental methods. The research design used is a quasi-experimental pretest-posttest design with a control group. The research population consisted of class X students at MA Ali Maksum, while the research sample consisted of class X IPS C as the control group and class X IPS D as the experimental group. The data collection technique utilized the results of pretest and posttest assessments of students' anecdotal text writing skills. Prerequisite tests in the form of normality tests using Shapiro-Wilk and homogeneity tests using Levene's test, were conducted using SPSS version 24.0. The data analysis technique applied was an independent sample t-test on the pretest results of the control group and the experimental group as well as the posttest results of the control group and the experimental group, followed by a paired sample t-test on the pretest-posttest results of the control group and the pretest-posttest results of the experimental group.
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Yeh, H.-C., Yang, S., Fu, J. S., & Shih, Y.-C. (2023). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244–259. https://doi.org/https://doi.org/10.1080/07294360.2022.2043247
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Zannan Alghamdy, R. (2023). Efficacy of problem-based learning strategy to enhance EFL learners’ paragraph writing and grammar skills. Arab World English Journal (AWEJ) Volume, 14. https://doi.org/https://doi.org/10.2139/ssrn.4431211
Cross, R., D’warte, J., & Slaughter, Y. (2022). Plurilingualism and language and literacy education. The Australian Journal of Language and Literacy, 45(3), 341–357. https://doi.org/https://doi.org/10.1007/s44020-022-00023-1
Fajra, R. R., Syachruroji, A., & Rokmanah, S. (2023). Metode pembelajaran aktif untuk meningkatkan keterampilan berpikir kritis siswa sekolah dasar. Jurnal Dunia Pendidikan, 4(1), 122–129. https://doi.org/https://doi.org/10.55081/jurdip.v4i1.1468
Fawaid, A., & Huda, M. (2024). Implementing Problem-Based Learning to improve collaborative writing skills through lesson study in the Indonesian language subject. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 10(1), 197–212. https://doi.org/https://doi.org/10.22219/kembara.v10i1.29649
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445. https://doi.org/. https://doi.org/10.1037/0022-0663.99.3.445
Hayati, C. (2020). Penerapan kemampuan berpikir kritis dalam pembelajaran menulis teks anekdot berorientasi sense of humor melalui media karikatur pada siswa Smk Kelas X. Wistara: Jurnal Pendidikan Bahasa Dan Sastra, 1(2), 199–209. https://doi.org/https://doi.org/10.23969/wistara.v1i2.2310
Kim, M., Tian, Y., & Crossley, S. A. (2021). Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing. Journal of Second Language Writing, 53, 100824. https://doi.org/https://doi.org/10.1016/j.jslw.2021.100824
Kormos, J. (2023). The role of cognitive factors in second language writing and writing to learn a second language. Studies in Second Language Acquisition, 45(3), 622–646. https://doi.org/10.1017/S0272263122000481
Li, A., Bilgic, E., Keuhl, A., & Sibbald, M. (2022). Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review. BMC Medical Education, 22(1), 900. https://doi.org/10.1186/s12909-022-03966-8
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/https://doi.org/10.1016/j.linged.2022.101048
Loyens, S. M. M., Van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating higher-order, critical, and critical-analytic thinking in problem-and project-based learning environments: A systematic review. Educational Psychology Review, 35(2), 39. https://doi.org/https://doi.org/10.1007/s10648-023-09757
Misnah, M., Duwi, P., & Hengki, W. (2023). AN INVESTIGATION INTO THE EFFECT OF PROBLEM-BASED LEARNING ON LEARNERS’WRITING PERFORMANCE, CRITICAL AND CREATIVE THINKING SKILLS. Journal of Language and Education, 9(2 (34)), 101–117. https://doi.org/https://doi.org/10.17323/jle.2023.14704
Napitupulu, A. T., Sinurat, B., & Silalahi, D. E. (2025). Students’ Perception of the Use of ChatGPT in English Writing Skills for Grade Ten at Senior High School. JURNAL PENDIDIKAN BAHASA, 15(3), 461–472. https://doi.org/https://doi.org/10.37630/jpb.v15i3.3428
Orhan, A. (2025). Investigating the effectiveness of problem based learning on academic achievement in EFL classroom: A meta-analysis. The Asia-Pacific Education Researcher, 34(2), 699–709. https://doi.org/https://doi.org/10.1007/s40299-024-00889-4
PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA NOMOR 24 TAHUN 2016 (2016).
Rajaguk-guk, S. B., Boeriswati, E., & Rohman, S. (2024). Gambaran Keterampilan Menulis Teks Anekdot di Siswa SMK Negeri 5 Penerbangan Waibu. Jurnal Pendidikan Indonesia, 5(10). https://doi.org/https://doi.org/10.59141/japendi.v5i10.5693
Saptari, A. A. T., Nurhayatin, T., & Fitriani, R. S. (2024). Implementasi Pendekatan Berdiferensiasi pada Pembelajaran Menulis Teks Anekdot dan Pengembangannya ke dalam Bentuk Visual terhadap Siswa Kelas X SMA Negeri 11 Bandung. Jurnal Pesona, 10(1). https://doi.org/https://doi.org/10.52657/jp.v7i1.1956
Sari, B. P., Helda, T., & Rahmi, A. (2023). Efektivitas Model Pembelajaran Problem Based Instruction Berbantuan Audio Visual terhadap Keterampilan Menulis Teks Anekdot. Indonesian Journal of Instruction, 4(1), 1–9. https://doi.org/https://doi.org/10.23887/iji.v4i1.44565
Suharti, S., Handini, O., & Trisiana, A. (2024). The Problem Based Learning Model Can Improve Students’ Writing Ability in Class XI Descriptive Texts. SP5 SMA Negeri 1 Sumberlawang. Jurnal Inovasi Pendidikan Guru, 2(1), 56–61. https://doi.org/https://doi.org/10.33061/jipg.v2i1.13205
Tan, S. C., & Tee, M. Y. (2021). In-service educators co-constructing knowledge in a PBL setting: Phases of interaction. Interdisciplinary Journal of Problem-Based Learning, 15(2). https://doi.org/https://doi.org/10.14434/ijpbl.v15i2.28769
Tatiana, P. (2021). The collaborative discussion model: Developing writing skills through prewriting discussion. Journal of Language and Education, 7(1 (25)), 156–170. https://doi.org/https://doi.org/10.17323/jle.2021.10748
Usanova, I., & Schnoor, B. (2021). Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills. Bilingual Research Journal, 44(1), 56–73. https://doi.org/https://doi.org/10.1080/15235882.2021.1890649
Usanova, I., & Schnoor, B. (2022). Approaching the concept of multiliteracies: Multilingual writing competence as an integrated model. Canadian Journal of Applied Linguistics, 25(3), 144–165. https://doi.org/https://doi.org/10.37213/cjal.2022.32598
Yeh, H.-C., Yang, S., Fu, J. S., & Shih, Y.-C. (2023). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244–259. https://doi.org/https://doi.org/10.1080/07294360.2022.2043247
Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: a systematic review. Frontiers in Education, Volume 8-2023. https://doi.org/10.3389/feduc.2023.1139987
Zannan Alghamdy, R. (2023). Efficacy of problem-based learning strategy to enhance EFL learners’ paragraph writing and grammar skills. Arab World English Journal (AWEJ) Volume, 14. https://doi.org/https://doi.org/10.2139/ssrn.4431211
Published
2026-07-09
How to Cite
Izyana Maziyah, & Anwar Efendi. (2026). The Effectiveness of Problem-Based Learning (PBL) Model on Anecdotal Text Writing Skills: A Quasi-Experimental Study. International Journal of Education, Vocational and Social Science , 5(03), 4410-4421. https://doi.org/10.63922/ijevss.v5i03.4446
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
