Wahyu Ekawati, Mustaji, Miftakhul Jannah, Zainal Arifin
The goal of this study is to assess the viability of creating the JEMBER learning model for integrated problem-based learning (IPBL) thoroughly, particularly with respect to the English subject. This model’s primary goal is to successfully integrate a problem-based approach that promotes active student engagement and critical thinking with the increasing demand for English subjects that are more contextual, relevant, and applicable. This study employs both quantitative and descriptive research techniques to evaluate the viability of this novel learning model. When combined, these approaches offer a thorough evaluation of model viability. Media experts gave a high score of 90.63%, instructional design experts received a high score of 95.05%, and material experts received a high score of 96.88% in the expert feasibility evaluation, which was encouraging. These results support the conclusion that the use of the IPBL JEMBER model in English is feasible. The experts’ evaluation of the model’s high viability indicates that it can be implemented and incorporated into various educational settings, providing a useful and cutting-edge substitute for conventional English subject techniques. This method is a strong contender for wider educational applications since it can greatly enhance the learning experiences and results of students. © Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Surabaya, Indonesia; STKIP PGRI Bangkalan, India
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