Students’ Perceptions of Using Problem-Based Learning in Teaching Writing at SMAN 1 Luhak Nan Duo

This study aims to determine students' perceptions of the use of Problem-Based Learning (PBL) in teaching writing at SMAN 1 Luhak Nan Duo. The participants were 30 second-grade students in the 2024/2025 academic year. This study focused on five key indicators adapted from Jonassen (1999): engagement in problem-solving, critical thinking and idea development, collaboration and exploration of ideas, relevance to real life and use of resources, and reflection and application of knowledge. This study used a quantitative descriptive method, with a closed- ended questionnaire in the form of a Likert scale as the data collection instrument. The questionnaire consisted of 20 statements related to the five indicators. The study findings showed that students' overall perceptions of PBL in writing were very positive, with an average score of 3.36 or 84%. Students felt more engaged, motivated, and able to connect writing topics to real- life contexts. They also believed that PBL helped them think critically, collaborate effectively, and reflect on their writing process.