<![CDATA[Critical thinking skills are one of the key competencies of the 21st century that need to be developed starting in elementary school. However, teaching that remains teacher-centered often results in students being less engaged in the processes of analysis and problem-solving, so their critical thinking skills have not developed optimally. This study aims to analyze the implementation, impact, as well as the supporting and inhibiting factors of the Problem-Based Learning (PBL) model in thematic learning on elementary school students’ critical thinking skills. The study employs a Systematic Literature Review (SLR) method in accordance with the PRISMA 2020 guidelines. Data were obtained from scientific articles indexed in Google Scholar and Sinta 1–6 published between 2020 and 2026. The selection process was conducted based on inclusion and exclusion criteria, resulting in 26 relevant articles for analysis. The findings indicate that PBL implementation involves the following stages: problem orientation, student organization, investigation, presentation of results, evaluation, and reflection. PBL has proven effective in enhancing students’ critical thinking skills because it encourages active engagement in analyzing problems, discussing, expressing opinions, and making logical decisions. Factors supporting the success of PBL include the use of contextual problems, active student engagement, group collaboration, the utilization of learning media and technology, and the teacher’s competence as a facilitator. The obstacles include differences in student ability, passive learning habits, time constraints, the abstract nature of the material, and suboptimal instructional management. ABSTRAK Keterampilan berpikir kritis merupakan salah satu kompetensi penting pada abad ke-21 yang perlu dikembangkan sejak sekolah dasar. Namun, pembelajaran yang masih berpusat pada guru sering menyebabkan siswa kurang terlibat dalam proses analisis dan pemecahan masalah sehingga kemampuan berpikir kritis belum berkembang secara optimal. Penelitian ini bertujuan untuk menganalisis penerapan, pengaruh, serta faktor pendukung dan penghambat model Problem Based Learning (PBL) dalam pembelajaran tematik terhadap keterampilan berpikir kritis siswa sekolah dasar. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Data diperoleh dari artikel ilmiah yang terindeks Google Scholar dan Sinta 1-6 diterbitkan pada periode 2020–2026. Proses seleksi dilakukan berdasarkan kriteria inklusi dan eksklusi hingga diperoleh 26 artikel yang relevan untuk dianalisis. Hasil kajian menunjukkan bahwa penerapan PBL dilaksanakan melalui tahapan orientasi masalah, pengorganisasian siswa, investigasi, presentasi hasil, evaluasi dan refleksi. PBL terbukti efektif dalam meningkatkan keterampilan berpikir kritis siswa karena mendorong keterlibatan aktif dalam menganalisis masalah, berdiskusi, mengemukakan pendapat, dan mengambil keputusan secara logis. Faktor pendukung keberhasilan PBL meliputi penggunaan masalah kontekstual, keterlibatan aktif siswa, kerja sama kelompok, pemanfaatan media dan teknologi pembelajaran, dan kompetensi guru sebagai fasilitator. Adapun faktor penghambat meliputi perbedaan kemampuan siswa, kebiasaan belajar pasif, keterbatasan waktu, karakteristik materi yang abstrak, dan kurang optimalnya pengelolaan pembelajaran.]]>
