<![CDATA[This study aims to analyze the strategies, effects, and challenges of implementing the Problem-Based Learning (PBL) model on students' critical thinking skills in thematic learning at the elementary school level. A Systematic Literature Review (SLR) approach was conducted on 20 scientific articles indexed in Google Scholar, using the Publish or Perish software. The literature selection process followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, which includes stages of identification, screening, eligibility, and inclusion. The findings show that 85% of the articles reported a significant improvement in students' critical thinking skills through PBL. The strategy, which places students at the center of the learning process, contributed to enhancements in analytical skills (70%), evaluation (65%), and problem-solving (60%). However, 60% of the articles also identified challenges, including limited instructional time (45%), insufficient teacher training (40%), and lack of supporting media (35%). Therefore, collaboration among teachers, schools, and policymakers is crucial to building a learning ecosystem that supports innovative and problem-based instruction]]>
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