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This article presents the results of research on how to construct a Problem Based Learning (PBL) model with Didactical Engineering (DE) to enhance students mathematical critical thinking (MCT) ability. This study uses quasi-experimental methods of pretest-posttest. The sample involved 158 eighth grade students from two junior high schools at the high and medium levels in Subang City. The sample for the experimental group and control group was randomly selected on the basis of grades. Instruments used were tests of prior mathematical ability (PMA), MCT ability test, and mathematical disposition. Research data of students- pretest, posttest, and normalized gain scores for MCT. The results showed that there is a significant difference in the enhancement of students- MCT between the experimental and control groups. The enhancement of MCT of the experimental group students who were taught with the PBL model with DE is significantly greater in each category of their PMA both in the schools of the high and medium levels compared to the enhancement of the students who were taught with conventional learning model. In addition, there is no interaction effect between the learning model and the students PMA on the mathematical disposition.