<![CDATA[Science learning in the 21st century requires students to develop higher-order thinking skills such as critical thinking, creativity, collaboration, and problem solving. However, science learning in many schools is still dominated by teacher-centered approaches that limit students’ active participation. One approach that can address this issue is the integration of Problem Based Learning (PBL) with the STEM (Science, Technology, Engineering, and Mathematics) approach. This study aims to analyze research trends related to the implementation of PBL integrated with STEM in science learning through a Systematic Literature Review (SLR). Data were obtained from scientific articles indexed in Google Scholar using the Publish or Perish application with keywords including Problem Based Learning, STEM Education, PBL STEM, and STEM Problem-Based Learning. The article selection process followed the PRISMA stages of identification, screening, eligibility, and inclusion. From 200 initial articles, 30 articles were selected for analysis. The results show that most studies focus on learning outcomes, problem solving skills, and critical thinking skills. These findings indicate that PBL integrated with STEM has strong potential to support meaningful and contextual science learning.]]>
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