<![CDATA[Problem-Based Learning (PBL) is widely used in mathematics education to encourage active student participation and the development of higher-order thinking skills. Therefore, this study aims to examine the implementation and research trends of Problem-Based Learning (PBL) in school mathematics learning through a Systematic Literature Review (SLR). The review followed the PRISMA framework and searched articles in the Scopus database published during 2020-2025. From 200 identified records, eight articles met the inclusion criteria and were included in the final analysis. The findings reveal that PBL is generally implemented through problem orientation, group organization, investigation, presentation, and reflection or evaluation, although variations exist in learning context and instructional integration. In addition, PBL research is still dominated by senior high school contexts, quasi-experimental methods, and higher-order cognitive outcomes, particularly problem-solving and critical thinking skills. These findings indicate that while PBL has been implemented consistently in mathematics education, opportunities remain for broader research across educational levels, learning outcomes, and instructional integrations. Keywords: Mathematics Education, PRISMA, Problem-Based Learning, Systematic Literature Review]]>
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