<![CDATA[Critical thinking skills are essential 21st-century competencies that need to be systematically developed in learning, including in Indonesian language subjects at the Vocational High School (SMK) level. This study aims to describe the process of implementing the Problem Based Learning (PBL) model in learning short stories and analyze the PBL method in encouraging critical thinking skills of class XI TKJ 2 students of SMK Veteran 1 Sukoharjo in the 2025/2026 academic year. This study uses a descriptive qualitative approach. Data were collected through observation, questionnaires, and documentation, then analyzed interactively referring to the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through triangulation of sources, techniques, and time. The results of the study indicate that PBL was implemented systematically through Arends’ five stages: problem orientation, organizing students, guiding investigations, presenting results, and evaluation. The implementation of PBL has been proven to encourage students’ critical thinking skills, which was characterized by the gradual emergence of Facione’s six critical thinking components: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The questionnaire results showed that 10 of the 12 indicators achieved the effective category, with six indicators receiving full agreement (100%) from 24 students. This study concludes that the PBL model can be applied to short story learning in vocational high schools as an approach that encourages critical thinking skills in line with the demands of the Independent Curriculum.]]>
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