<![CDATA[Mathematical problem-solving ability is a fundamental competence in the Merdeka Curriculum, demanding student adaptability to global challenges. However, empirical reality reveals low student achievement due to the dominance of conventional teaching methods that overlook students' cognitive diversity. This study offers a solution through the integration of the Problem-Based Learning (PBL) model with the Teaching at the Right Level (TaRL) approach to create inclusive and adaptive learning. The objective is to systematically evaluate the distribution profile, integration patterns, and effectiveness of this model on students' mathematical abilities. This study employed a Systematic Literature Review (SLR) method using the PRISMA protocol to ensure methodological rigor. The selection process involved screening 991 initial articles from Google Scholar, ERIC, and Scopus, filtering 50 duplicates and 880 irrelevant entries, resulting in 22 empirical articles published between 2020–2025. The concrete results indicate a significant upward trend in publications, with a dominant integration pattern where TaRL is applied through content differentiation in the orientation phase and process differentiation in the investigation phase. The implementation of this model effectively enhances problem-solving skills and mathematical literacy by keeping learning challenges within the students' Zone of Proximal Development (ZPD). This study contributes to the literature by providing a specific pedagogical framework for integrating PBL and TaRL, bridging the gap in heterogeneous classrooms. Future research is suggested to expand on longitudinal studies and the use of adaptive technology to address classroom management constraints.]]>
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