<![CDATA[Improving teachers' critical thinking process is the initial capital in effective and efficient learning. So as a professional teacher it is necessary to always improve competence in their respective fields, so that learning is achieved as expected. Therefore, the purpose of this study is to describe the critical thinking process of teachers in solving mathematical problems based on the stages of Polya's problem-solving model so that they are able to face the challenges of the 21st century, the critical thinking process obtained by teachers as an expectation for their students' thinking process. This study is a descriptive type of research with a qualitative approach. The subjects of the study were Junior High School Mathematics Teachers (SMP) in one Community in Jember Regency. Data collection used the triangulation method, which involved mathematical problem-solving tests and interviews. Data analysis in this study used the Miles and Huberman model analysis. The results of the study showed that: (1) Subjects who were included in the high group category tended to think conceptually and procedurally when solving mathematical problems; (2) Subjects who were included in the low group category had computational thinking and tended to use unique and creative methods; and (3) Subjects who were included in the medium group category used conceptual thinking during the problem-solving process and tended to be more critical and communicative. Furthermore, the results of this study also show that the subject groups categorized as "Junior Teachers" and "Senior Teachers" have different thought processes. Subjects categorized as "Senior Teachers" tend to be more communicative, while those categorized as "Junior Teachers" tend to be more critical.]]>
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