<![CDATA[This study aims to explore teachers' strategies in designing and implementing problem-based learning (PBL) to improve junior high school students' Science Process Skills. The method used was descriptive qualitative approach with a case study type, involving five junior high school science teachers in Jember who have implemented PBL routinely or contextually. Data were obtained through in-depth interviews, observations, and analysis of learning documents such as lesson plans and LKPD. The results showed that teachers used a contextual approach that was adapted to the surrounding environment and student characteristics, and integrated methods such as STEM, Guided Experimentation, Inquiry Learning, Outdoor Learning, Blended Learning, Hands-on Learning, and Service Learning. The PBL strategy applied generally follows the syntax: problem identification, investigation, solution development, experimentation, and reflection. Each PBL stage is designed to train science process skills such as observation, experimentation, data analysis, and scientific communication. The development of PBL-based LKPD proved effective in directing students to undergo the scientific process actively and meaningfully. This study concludes that teacher strategies in PBL that are contextualized, structured, and supported by appropriate LKPD can significantly improve students' science process skills.]]>
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