PROBLEM BASED LEARNING

DEVELOPINGCRITICALREADING STRATEGIS THOUGH SOLVING SOCIAL

ISSUES IN NARRATIVE TEXS

Lecturer: Mr. Yani Lubis, [Link]

Compiled By:
Nur Rahmaida Tanjung 0307241006

ISLAMIC EDUCATION MANAGEMENT STUDY PROGRAM

FACULTY

OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC

UNIVERSITY OF NORTH SUMATRA

MEDAN

2025
 PREFACE
Assalamu’alaikum Warahmatullahi Wabarakatuh

All praise and gratitude be to Allah SWT, for by His grace and blessings, I was able
to complete this Problem-Based Learning (PBL) assignment entitled "Developing Critical
Reading Strategies Through Solving Social Issues in Narrative Texts" smoothly and
successfully.

This assignment aims to develop students’ critical thinking skills through meaningful
and contextual reading activities. Through the PBL approach, it is hoped that students will
not only understand the literal meaning of texts, but also be able to identify and analyze
various social issues embedded in narrative stories. In addition to improving reading
comprehension, this activity is also intended to foster social awareness and the ability to
propose solutions to real-life problems.

I realize that the completion of this task would not have been possible without the
guidance, support, and input from various parties. Therefore, I would like to express my
deepest gratitude to: Mr. Yani Lubis, M. Hum., as the lecturer who has provided guidance
and direction during the preparation of this paper and Fellow students who have provided
valuable support and suggestions throughout the process.

I am aware that this work is still far from perfect. Thus, any constructive criticism and
suggestions for improvement are sincerely welcomed.

Finally, I hope this work can be beneficial not only to myself but also to other readers
interested in developing critical reading strategies in education.

Wassalamu’alaikum Warahmatullahi Wabarakatuh

Medan, 30th April 2025

Writer
 TABLE OF CONTENTS
PREFACE………………………………………………………………………….
TABLE OF CONTENS……………………………………………………………
CHAPTER 1 INTRODUCTION………………………………………………….

A. Background………………………………………………………………....
B. Purpose Of PBL……………………………………………………………
C. . Benefit Of PBL …………………………………………………………...

CHAPTER II DISCUSSION……………………………………………………...
A. Problem Stimulation………………………………………………………...
B. Problem Identification……………………………………………………....
C. Data/Information Collection ……………………………………………….
D. Problem Analysis and Critical Reading Strategies …………………………
E. Reflection and Evaluation …………………………………………………

CHAPTER III CLOSING ………………………………………………………..

A. Conclusion …………………………………………………………………
REFERENCES…………………………………………………………………….
 CHAPTER I
INTRODUCTION

A. Background
Reading is one of the fundamental skills in language learning. It is not merely
about recognizing words but also about understanding the meaning, messages, and
values contained in the text. One type of text frequently used in learning is narrative
text, as it not only entertains but also often embeds moral messages and reflections on
social issues relevant to everyday life.
However, in practice, many students read narrative texts only at a literal level,
without realizing the deeper meanings, especially those related to social issues such as
poverty, injustice, or social conflict. This indicates a lack of critical reading skills—
the ability to analyze, evaluate, and reflect deeply on a text’s content.
Critical reading is essential in shaping students who are not only academically
capable but also socially aware. Therefore, the Problem-Based Learning (PBL)
approach is highly relevant. In PBL, students are not just passive recipients of
information; they are actively engaged in solving problems based on the texts they
read. Through this model, students are encouraged to identify social problems in
stories, analyze their causes and effects, and offer logical and contextual solutions.
By developing critical reading strategies through solving social problems in
narrative texts, students are expected to become active, critical readers who are
socially conscious. This approach not only enhances literacy skills but also helps
shape students’ character as caring, solution-oriented, and responsible individuals.

B. Purpose of PBL
1. To help students develop critical reading skills through the exploration of
narrative texts.
2. To increase students' awareness of social issues in real life.
3. To encourage students to think reflectively and offer solutions to problems
found in the texts.
4. To improve students' abilities in discussion, argumentation, and expressing
opinions based on textual evidence.
C. Benefit of PBL
1. For students: Enhances deep reading comprehension and trains them to think
critically about issues presented in the text.
2. For teachers: Serves as an effective method to assess students’ higher-order
thinking and reading comprehension.
3. For the learning process: Makes reading activities more engaging, relevant,
and contextual by connecting texts to real-world situations.
4. For the surrounding community: Encourages students to become more
socially aware and motivated to contribute through solution-oriented ideas.
 CHAPTER II

DISCUSSION

A. Problem Stimulation
Problem Stimulation is the initial stage in the Problem-Based Learning
(PBL) model, aimed at capturing students’ attention and triggering their
curiosity toward a specific topic or issue. In the context of reading narrative
texts, this stimulation is done by presenting a story that contains real-life
social problems, encouraging students to identify and question the issues
found within the text. Objectives of Problem Stimulation :
 To spark students’ interest in the reading material.
 To guide students to think critically from the beginning.
 To help students realize that reading is not just for entertainment but
also reflects social realities.
 To serve as a foundation for discussion and further problem-solving
stages.

Example of Problem Stimulation in Practice:

1. The teacher reads or displays a short narrative text (e.g., a story about a
poor child facing discrimination at school).
2. The teacher asks trigger questions such as:
 How did you feel after reading this story?
 What problem did you find in the narrative?
 Have you ever seen or experienced something similar in real life?
3. Students are invited to briefly discuss in pairs or small groups to
express their initial opinions.
4. The teacher records or writes down students’ ideas as a basis for
further exploration.

B. Problem Identification
In this stage, students are guided to read a narrative text thoroughly, then
observe and identify social issues that are either explicit or implied in the
 story. These issues may include social conflict, injustice, discrimination,
poverty, or other real-life problems experienced by the characters.
Example Activities:
 Students discuss the characters, setting, and main conflict in the story.
 The teacher gives guiding questions such as:
“What is the main problem in this story?”
“What social issues can you identify?”

C. Data/Information Collection
After identifying the problem, students gather additional information from
relevant sources to strengthen their understanding.
Possible Sources:
 News articles, documentaries, interviews, personal stories, online
sources, or books discussing similar issues.
 Teachers may provide source lists or direct students to conduct simple
research.

D. Problem Analysis and Critical Reading Strategies

At this stage, students begin to analyze the problem using the information
gathered, applying critical reading strategies to explore the deeper meaning of
the text.
Applied Critical Reading Strategies:
 Evaluating the author's point of view: Is the writer biased or
sympathetic to certain characters?
 Identifying assumptions and biases in the story.
 Assessing the impact of the problem on the characters or society within
the story.
 Comparing the text with real-life conditions found during research.

E. Reflection and Evaluation

This is the closing stage of the PBL cycle, where both students and the teacher
reflect on the learning process and outcomes.
Reflection Activities:
  Students answer reflection questions such as:
“What did I learn from this story?”
“How did this story change my view on social issues?”
“What role do I play in responding to social problems?”

Teacher Evaluation:

 Based on participation, depth of analysis, reasoning, use of

information, and presentation of solutions
 A scoring rubric can include aspects such as:
 Text comprehension
 Problem identification
 Accuracy and depth of research
 Relevance of proposed solutions
 Engagement in discussion

CHAPTER III
 CLOSING

1. Conclusion
The Problem-Based Learning (PBL) approach applied in the context of reading
narrative texts has proven to be an effective method for enhancing students' critical
reading skills. By focusing on the identification and analysis of social issues within
the text, students not only understand the literal meaning of the reading but also
become capable of evaluating, reflecting upon, and responding to real-life problems
logically and empathetically.
Through a step-by-step process—from problem stimulation, issue identification,
data collection, to reflection—students are trained to think critically, collaborate, and
present constructive ideas and solutions. Moreover, this approach strengthens social
values and fosters moral sensitivity that is highly relevant to their daily lives.
Therefore, PBL not only improves literacy skills but also serves as a means of
character development and the acquisition of 21st-century competencies such as
critical thinking, collaboration, and social awareness.

DAFTAR PUSTAKA
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An Approach to
Medical Education. Springer Publishing Company.

Koksal, M. S., & Korkmaz, Ö. (2020). The Effect of Problem-Based Learning on Critical
Thinking and Reading Comprehension Skills. Journal of Education and
Practice, 11(11), 1-10.

Langer, J. A. (2011). Reading and Writing in the 21st Century: An Overview of What We
Know about Literacy and Learning. The Institute for Literacy Studies,
Lehman College.