<![CDATA[Advances in science and technology in the 21st century require students to possess critical thinking, collaborative, and communication skills, as well as strong social skills. However, elementary school instruction that remains teacher-centered results in suboptimal student interaction. One learning model capable of addressing this issue is Problem-Based Learning (PBL), particularly in social studies education, which emphasizes social skills and problem-solving. This study aims to evaluate the implementation of Problem-Based Learning in the social studies learning process to support student social interaction in this digital era using the CIPP evaluation model (Context, Input, Process, Product). This study employs a descriptive qualitative approach with an evaluative research design. The results indicate that, in terms of context, PBL is relevant to 21st-century learning needs and effectively addresses challenges related to social interaction arising from the use of digital technology]]>
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