The Influence of Problem-based Learning, Discovery Learning, and Intrapersonal Intelligence on Students' English Learning Outcomes

Heni Rochimah, Muhammad Japar, Etin Solihatin, Masduki Ahmad, Wulandari Wulandari

Abstract


Abstract: English language proficiency is essential for academic and professional success in today’s globalized world. This study investigates the effects of Problem-Based Learning (PBL) and Discovery Learning (DL) models on students’ English learning outcomes, while also examining the moderating role of intrapersonal intelligence. Employing a quantitative 2×2 experimental design, the research involved 70 eleventh-grade vocational students from a school in Bekasi, Indonesia. Data were collected using an English achievement test and an intrapersonal intelligence questionnaire, with subsequent analysis conducted through two-way ANOVA and Tukey post hoc tests. The results indicate that students with high intrapersonal intelligence achieve significantly higher English learning outcomes when engaged in PBL, whereas those with lower intrapersonal intelligence benefit more from the structured approach of DL. These findings underscore the importance of aligning instructional model with individual learner characteristics. The study offers valuable insights for educators seeking to optimize language instruction by tailoring teaching methods to students’ intrinsic strengths, ultimately contributing to improved educational practices and enhanced language proficiency in diverse learning environments.

Keywords


English Learning Outcomes, Problem-based Learning, Discovery Learning, Intrapersonal Intelligence.

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References


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