STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING AT SMKN 8 MEDAN

This study is aimed to analyze students’ perceptions on the implementation of
Problem-Based Learning (PBL) in writing procedural texts at Grade X Culinary
Arts 5 at SMKN 8 Medan. Employing a qualitative approach, the data were
obtained through questionnaire, classroom observation, and semi-structured
interview. Thirty-five students from X Culinary Arts 5 served as the source of
data. The questionnaire consisted of eight closed-ended statements adapted from
Zahra and Baa (2021), which measured students’ perceptions based on key
indicators such as curiosity and independent learning, organization and writing
process, collaboration and communication, and vocabulary and writing skills
development. Classroom observation documented real-time engagement and
interactions during PBL activities, while semi-structured interview captured
students’ experiences and thoughts on PBL implementation. The findings revealed
that students generally perceived PBL positively, noting its effectiveness in
enhancing writing skills, particularly in structuring procedural texts and
expanding vocabulary. This study highlights that PBL is more effective when
students possess a practical orientation and a collaborative mindset, as seen in
Culinary Arts students who connected procedural texts with real-world
applications. Although some students faced challenges in adapting to problemsolving
tasks, PBL fostered collaboration, encouraged independent learning, and
increased motivation, making it a highly interactive and beneficial approach to
learning procedural texts in vocational education.