<![CDATA[Abstract: This study aimed to analyze the effectiveness of the Problem-Based Learning (PBL) model on 21st-century skills of elementary school students, specifically creativity and critical thinking, in the topic of energy and its transformations. A quantitative approach was used with a quasi-experimental method and a Non-Equivalent Control Group Design. The sample consisted of 50 fourth-grade students of SDN Kesatrian, comprising 25 students in the experimental class and 25 students in the control class. Data were collected through a critical thinking test and a creativity questionnaire, then analyzed using validity, reliability, normality, homogeneity, Independent Samples t-test, and N-Gain analysis. The results showed that the PBL model was effective in improving students' critical thinking skills, with a significance value of <0.001 and a very large effect size (Cohen's d = 1.681). However, PBL did not show a significant effect on students' creativity, with a significance value of 0.228 (>0.05). Therefore, the Problem-Based Learning model is effective in developing critical thinking as part of 21st-century skills, but has not yet produced a significant improvement in students' creativity..]]>
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