<![CDATA[Students mathematical problem-solving abilities in Indonesia has not reached the optimal level, necessitating effective and contextual learning innovations. This study was designed to examine the use of GeoGebra in the Problem Based Learning (PBL) model on students’ mathematical problem-solving abilities through a Systematic Literature Review (SLR) method. The research procedure follows the PRISMA 2020 guidelines, covering identification, screening, eligibility, and included. Literature searches were conducted through Publish or Perish and Google Scholar databases with a publication range of 2021–2026 using Boolean operators. There were 14 articles that were declared to meet the inclusion criteria, then analyzed using a qualitative descriptive approach and thematic analysis. The findings reveal three main conclusions. First, the reviewed studies are predominantly conducted at the junior high, senior high, and vocational school levels, with geometry as the most studied topic, employing classroom action research and experimental designs. Second, all 14 articles consistently report a significant positive impact of GeoGebra integration in the PBL model on students’ mathematical problem-solving abilities, with improvements ranging from 20% to 50% compared to conventional learning. GeoGebra functions as a dynamic visualization tool supporting each PBL stage, aligned with Polya’s problem-solving steps, from problem orientation to solution evaluation. Third, the effectiveness of GeoGebra integration in PBL is influenced by five factors: technological readiness and infrastructure, teacher competence, suitability of content with GeoGebra features, quality of problem design, and student motivation and engagement. Based on these findings, integrating GeoGebra into the PBL model is recommended as an innovative alternative to optimally enhance students’ mathematical problem-solving abilities.]]>
