Teacher Autonomy and Problem-Based Learning Practices in Indonesian EFL Classrooms: Empowering or Overpowering?

Indah Werdiningsih; Yazid Basthomi; Nur Mukminatien; Nurenzia Yannuar

doi:10.20343/teachlearninqu.14.51

Authors

Indah Werdiningsih Universitas Muhammadiyah Jember https://orcid.org/0000-0002-7185-3145
Yazid Basthomi Universitas Negeri Malang https://orcid.org/0000-0003-3314-3334
Nur Mukminatien Universitas Negeri Malang
Nurenzia Yannuar Universitas Negeri Malang https://orcid.org/0000-0002-5974-6072

DOI:

https://doi.org/10.20343/teachlearninqu.14.51

Keywords:

Problem-Based Learning, teacher autonomy, learner autonomy, higher education, autonomous learning

Abstract

In the modern world, students should be equipped with critical thinking, problem-solving, and autonomous learning skills. Problem-Based Learning (PBL) is designed to foster these competencies by shifting the focus from teacher-centered instruction to student-centered learning. However, many instructors struggle with this transition and tend to take control of the classroom instead of encouraging students to take charge of their own learning. This study investigates how teachers implement PBL and what factors contribute to teacher dominance in a student-centered approach. We employed a mixed-methods design, incorporating classroom observations and semi-structured interviews with 20 teachers from two universities in East Java, Indonesia. Findings revealed that teachers correctly implemented only 37.50% of PBL phases, while in 62.50% of cases, the instructors misapplied or didn’t complete the PBL phase. Teacher-centered activities dominated 64.17% of classroom interactions, limiting opportunities for learner autonomy. Interview results highlighted that many teachers misunderstood problem presentation, while some believed PBL was only effective for high-achieving students. These findings highlight a need for targeted professional development programs to help teachers become facilitators rather than content deliverers. Without proper training, PBL risks becoming a modified version of traditional teaching. Future research should explore long-term changes in teacher autonomy and incorporate students’ perspectives in order to better understand the impact of PBL implementation.

Author Biographies

Indah Werdiningsih, Universitas Muhammadiyah Jember

Indah Werdiningsih (Indonesia) is a faculty member in English Language Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Jember. Her research focuses on teacher and learner autonomy, contemporary learning, technology-enhanced language learning, EFL teaching strategies, and speaking proficiency enhancement.
Yazid Basthomi, Universitas Negeri Malang

Yazid Basthomi (Indonesia) is a professor in the Department of English, Faculty of Letters, Universitas Negeri Malang. His research interests include English language teaching (ELT), applied linguistics, and educational technology.
Nur Mukminatien, Universitas Negeri Malang

Nur Mukminatien (Indonesia) is a professor in the Department of English, Faculty of Letters, Universitas Negeri Malang. Her research focuses on ELT, writing instruction, and language assessment.
Nurenzia Yannuar, Universitas Negeri Malang

Nurenzia Yannuar (Indonesia) is a faculty member in the Department of English, Faculty of Letters, at Universitas Negeri Malang. Her research focuses on sociolinguistics, particularly youth language practices. She has published extensively on topics such as Bòsò Walikan Malangan, a local linguistic practice in Malang.

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