<![CDATA[This study aims to examine the implementation of Problem-Based Learning (PBL) in Economics learning and its contribution to the development of students’ learning independence at SMK Raudlatul Ulum Ledokombo Jember. Previous studies have predominantly focused on learning outcomes, critical thinking, and student engagement, while limited attention has been given to how PBL fosters learning independence within vocational and pesantren-based educational settings. This study contributes a contextual understanding of learning independence through four interconnected dimensions: learning initiative, self-confidence, learning responsibility, and self-regulated learning. This study employed a qualitative descriptive approach with a field research design. Data were collected through classroom observations, semi-structured interviews, and documentation involving one Economics teacher and twelve students who actively participated in PBL-based learning activities. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing to identify patterns related to instructional practices and students’ learning behaviors. The findings reveal that PBL was implemented through contextual economic problem orientation, collaborative investigation, group discussion, presentation, and reflection activities. The model transformed learning into a more student-centered process and strengthened students’ learning independence. Four key indicators emerged: increased initiative in information seeking, improved self-confidence in expressing ideas, stronger responsibility toward academic tasks, and enhanced ability to regulate learning strategies. Both teachers and students perceived PBL positively because it promoted active participation, meaningful learning experiences, and stronger connections between economic concepts and real-life situations.]]>
