Students’ Perceptions on Problem-based Learning Model in Writing Recount Text at SMP Negeri 3 Percut Sei Tuan

This study investigated students’ perceptions of the Problem-Based Learning (PBL)
model in writing recount texts at the 8th grade of SMP Negeri 3 Percut Sei Tuan.
The research aimed to (1) describe students’ perceptions of using PBL in writing
recount texts based on Catherine’s theory (2009), and (2) explore the factors
influencing students’ perceptions based on Robbins’ theory (2005). A qualitative
research design was employed to obtain an in-depth understanding of students’
experiences. Data were collected through questionnaires and interviews involving
20 eighth-grade students. The questionnaire identified the types of students’
perceptions, while the interviews explored the underlying factors, including
perceiver characteristics, target factors, and situational aspects. The findings
revealed that most students held a positive perception toward the use of PBL in
writing recount texts, as it enhanced their engagement, critical thinking, and writing
skills. Students perceived PBL as effective, interesting, and motivating, although
some reported challenges such as time management and needing more guidance
from the teacher. The study indicated that students’ perceptions were influenced by
personal motivation, peer interaction, and classroom environment. In conclusion,
PBL serves as an effective instructional strategy that promotes active learning and
supports the development of writing skills in recount texts.