Perception of Teachers Regarding Problem-Based Learning and Traditional Method in the Classroom Learning Innovation Process

The implementation of problem-based learning (PBL) method in the teaching English at junior high school level has proven to be beneficial and effective, as evidenced by research findings. PBL focuses on process itself incorporating real-world issues problems that are aligned with curriculum. This approach addresses various challenges may arise during process, such lack engagement, disabilities, language barriers, limited resources, teacher-student relationships. Therefore, this aimed investigate perception teachers regarding traditional School level. design used was descriptive, it involved data collection through interviews, well analysis. were gathered from different Junior High Schools South Sumatra, a total 34 participants. A questionnaire measure both methods teaching. results showed dominant preference for selected method. Moreover, also acknowledged significant improvement outcomes students. contributions twofold, 1) promoted active requiring students take an role 2) developed problem-solving skills identification, analysis, resolution problems.