<![CDATA[Abstrak Pembelajaran abad ke-21 menuntut sekolah tidak lagi berfokus pada transfer pengetahuan semata, tetapi pada pengembangan keterampilan berpikir kritis, kreativitas, komunikasi, kolaborasi, serta literasi digital yang relevan dengan perubahan sosial dan teknologi. Dalam konteks Indonesia, tuntutan tersebut menjadi semakin penting karena implementasi Kurikulum Merdeka mengharuskan guru menghadirkan pembelajaran yang lebih kontekstual, partisipatif, dan berorientasi pada penguatan Profil Pelajar Pancasila. Artikel ini bertujuan menganalisis strategi penerapan dua model pembelajaran inovatif, yaitu Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), dalam mendukung pembelajaran abad ke-21 di sekolah Indonesia. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui studi dokumentasi terhadap kebijakan pendidikan, publikasi ilmiah, dan hasil penelitian terkait PjBL, PBL, kompetensi abad ke-21, serta implementasi kurikulum. Hasil kajian menunjukkan bahwa PjBL dan PBL memiliki relevansi tinggi dalam membangun pengalaman belajar autentik, meningkatkan keterlibatan peserta didik, serta mengembangkan kemampuan berpikir tingkat tinggi dan kolaborasi. Namun, efektivitas implementasinya masih dipengaruhi oleh kesiapan guru, dukungan kebijakan sekolah, ketersediaan sarana-prasarana, dan kualitas asesmen autentik. Artikel ini menegaskan bahwa keberhasilan PjBL dan PBL membutuhkan pendekatan sistemik melalui penguatan kapasitas guru, penyediaan panduan teknis, integrasi teknologi, dan pembentukan budaya kolaboratif di sekolah. Kata Kunci: pembelajaran abad 21, PjBL, PBL, Kurikulum Merdeka, inovasi pembelajaran Abstract Twenty-first-century learning requires schools to move beyond knowledge transmission toward the development of critical thinking, creativity, communication, collaboration, and digital literacy in response to rapid social and technological change. In the Indonesian context, this demand has become increasingly significant as the Merdeka Curriculum encourages more contextual, participatory, and student-centered learning aligned with the Profile of Pancasila Students. This article aims to analyze the implementation strategies of two innovative instructional models, namely Project-Based Learning (PjBL) and Problem-Based Learning (PBL), in supporting twenty-first-century learning in Indonesian schools. The study employed a descriptive qualitative approach through document analysis of educational policies, scholarly publications, and previous studies related to PjBL, PBL, twenty-first-century competencies, and curriculum implementation. The findings indicate that both PjBL and PBL are highly relevant for fostering authentic learning experiences, increasing student engagement, and developing higher-order thinking and collaborative skills. However, their effectiveness remains influenced by teacher readiness, school policy support, the availability of facilities and infrastructure, and the quality of authentic assessment. This article concludes that successful implementation of PjBL and PBL requires a systemic approach involving teacher professional development, technical implementation guidelines, technology integration, and the cultivation of collaborative school culture. Keywords: Twenty-First-Century Learning, PjBL, PBL, Merdeka Curriculum, instructional innovation]]>
