<![CDATA[History learning in high school requires learning experiences that do not merely emphasize memorization but also develop students’ critical thinking and creativity. Project-Based Learning (PjBL) provides opportunities for students to investigate authentic problems, collaborate, produce products, and reflect on their learning. However, the integration of local history into PjBL to simultaneously support critical thinking and creativity has not been sufficiently synthesized in history education. This literature review aims to synthesize previous studies concerning the potential of local-history-based PjBL for developing high school students’ critical thinking and creativity. The study employed a literature review method by analyzing relevant national and international scholarly publications concerning PjBL, local history learning, critical thinking, and creativity. The literature was analyzed descriptively and thematically by identifying recurring findings, learning characteristics, implementation strategies, and educational implications. The synthesis of the reviewed literature indicates that local-history-based PjBL can connect historical content with students’ surrounding environment while encouraging investigation, source analysis, problem solving, product creation, presentation, and reflection. These activities provide complementary opportunities for developing critical thinking and creativity. The novelty of this review lies in synthesizing local history as contextual content and PjBL as an instructional framework into an integrated learning approach for history education.]]>
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