<![CDATA[This study was motivated by the still-low level of students' reflective thinking skills in science learning, particularly in understanding their learning experiences, connecting prior knowledge with new information, and reflecting on the learning process. Problem-based learning (PBL) was chosen because it provides students with opportunities to actively engage in problem-solving, discussion, and reflection on their learning. This study aims to analyze the reflective thinking skills of eighth-grade students at Sriwedari Junior High School in Malang through the application of the problem-based learning model to the topic of cell introduction. The study employed a qualitative approach using the case study method. The research subjects consisted of seven eighth-grade students at Sriwedari Junior High School in Malang. Data were collected through observation, student reflection sheets, and documentation. Data analysis was conducted using the miles and huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that students' reflective thinking skills developed gradually during the implementation of PBL. The “reacting” indicator emerged most prominently because students were able to respond to learning experiences and connect them to their prior knowledge. The “comparing” indicator was developed through discussion and inquiry activities that allowed students to compare new information with their previous learning experiences. Meanwhile, the “contemplating” indicator began to emerge through presentation and reflection activities, although it still showed lower achievement compared to the other indicators. The implementation of PBL provided students with opportunities to develop reflective thinking skills through problem-solving activities, group discussions, presentations, and learning reflections.]]>
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