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Problem-based learning has become the main focus of education to shape students into scientists and citizens who can face the twenty-first century competition. The transformation of biology learning needs to be done by changing learning based on mastery of knowledge to create essential skills. The Visible Design Problem Solving Based on Ethical Dilemma Story (VDPS-EDS) learning model can be applied in the classroom to teach students to solve problems ethically and encourage a comprehensive understanding of Biology material. This study focuses on examining the perspectives of Senior High School students in Malang in the context of solving authentic and complex Biology problems. The procedure for investigating students' views related to the problem-solving process uses diagram thinking and reflective essays integrated with the VDPS-EDS Learning Model, explicitly included in the Independent Learning Activity Unit of Biology. There are three aspects found in this study: students' representing the consciousness of the problem-solving process, students' attitudes on the problem-solving process, and students' perception to tackle the problem obstacles. This study can be a reference for policymakers in reconstructing the curriculum and promoting the application of problem solving-based learning through the VDPS-EDS Learning model in the context of schools and higher education. [ABSTRACT FROM AUTHOR]