<![CDATA[Writing instruction at the senior high school level still faces challenges in encouraging students to develop ideas logically, organize coherent text structures, and engage in critical thinking because learning tends to be teacher centered. The Problem Based Learning (PBL) model offers an approach that positions students as active participants through problem solving activities and idea development in the writing process. This study aims to analyze the effectiveness of the Problem Based Learning model in improving the writing skills of senior high school students through a Systematic Literature Review (SLR). Research data were obtained through a search for scientific articles in Google Scholar using the keywords “Problem Based Learning Model,” “Writing Skills,” and “in Senior High School,” covering publications from 2021 to 2025. The selection process based on predetermined inclusion and exclusion criteria resulted in 10 empirical research articles that were analyzed in depth through thematic synthesis. The findings indicate that PBL supports idea development, text structure organization, language use, critical thinking, argumentative skills, student participation, and confidence in various writing activities. In conclusion, PBL is an effective and adaptive learning model for strengthening writing skills through active, contextual, and problem oriented learning. The implication is that PBL can serve as a strategic alternative for teachers and curriculum developers in designing student centered writing instruction that integrates writing skills with higher order thinking skills.]]>
