<![CDATA[Student-centred instructional models are widely used to support learning quality and student outcomes. This study synthesized findings on Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, and Cooperative Learning at the school level. A comparative narrative literature review with descriptive synthesis was conducted. Articles were identified through Google Scholar, ERIC, and Science Direct using keywords related to instructional models, learning outcomes, and school education. Eligible studies were empirical journal articles published in Indonesian or English, available in full text, published between 2019 and 2025, implemented at the school level, and reporting measurable learning outcomes. Of 64 records, 12 duplicates were removed, 52 titles and abstracts were screened, 31 full texts were assessed, and 18 articles were included. No meta-analysis or formal quality appraisal was performed. PBL was frequently associated with critical thinking and problem-solving, although comparisons with Discovery Learning were inconsistent. PjBL was reported to support academic outcomes, motivation, process skills, and collaboration, while Cooperative Learning was linked to participation, interaction, and achievement. However, most studies used classroom action research or quasi-experimental designs with limited effect-size reporting and comparison conditions. These findings indicate reported associations rather than universal superiority; model selection should consider objectives, content, learner characteristics, and implementation context.]]>
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