<![CDATA[The learning process in schools requires effective strategies that are able to encourage students to actively participate and develop their critical thinking abilities. Conventional learning methods that rely heavily on teacher explanations often reduce students’ interest and motivation in learning. Therefore, innovative learning approaches are needed to create a more interactive and meaningful learning environment. One of the learning approaches that can be applied is the Problem Based Learning (PBL) method. This study aims to examine the implementation of the Problem Based Learning approach in the Production Economics subject in order to improve students’ critical thinking skills and learning interest. The implementation of this method involves several stages including problem orientation, group discussion, investigation of learning materials, development of problem solutions, and presentation of results. Teachers act as facilitators who guide students in exploring concepts and solving contextual problems related to economic production activities. The learning process is also supported by the use of digital learning media, visual presentations, and student worksheets to help students better understand the material. Assessment is conducted through observation, formative assessment, and summative evaluation to determine students’ learning progress. The findings indicate that the use of the Problem Based Learning approach can create a more active learning atmosphere, improve students’ analytical abilities, and increase their interest in learning. Therefore, the application of innovative learning models such as PBL is important in supporting the improvement of educational quality and developing students’ competencies in the learning process.]]>
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