<![CDATA[This study aims to analyze the management of the Problem-Based Learning (PBL) method in developing students' soft skills at SMAN 11 Gowa. A descriptive qualitative approach was employed to gain an in-depth understanding of the planning, implementation, and evaluation processes of PBL, as well as the factors supporting and hindering its implementation. The research subjects included the school principal, teachers, and students. Data collection involved observation, interviews, and documentation, while data analysis proceeded through the stages of data reduction, data display, and conclusion drawing. The findings indicate that PBL planning involves preparing instructional materials, selecting contextual problems, forming study groups, and preparing learning resources and assessment instruments oriented toward soft skill development. The implementation of PBL provides students with opportunities to engage actively in problem-solving, group discussions, investigations, presentations, and reflection, thereby fostering communication, collaboration, critical thinking, creativity, and problem-solving skills. Evaluation is conducted comprehensively through observation, performance assessments, projects, presentations, and learning reflection. Successful PBL implementation is supported by teacher competence, school support, the availability of facilities and learning resources, and active student participation. Conversely, inhibiting factors include time constraints, varying levels of student engagement, and limited teacher experience in applying PBL. Thus, Problem-Based Learning serves as an effective teaching method for developing students' soft skills, equipping them to face the educational and professional challenges of the 21st century.]]>
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