<![CDATA[Critical thinking is essential in biology education, yet empirical evidence concerning the effectiveness of Problem-Based Learning (PBL) among Grade 10 students remains fragmented across different instructional approaches and research designs. This study aimed to synthesize empirical findings on the effectiveness of PBL in developing students’ critical thinking skills in biology education. A systematic literature review was conducted using the PRISMA 2020 reporting framework. Articles were retrieved from Google Scholar and Scopus using Publish or Perish. Of 158 identified records, 10 empirical studies published between 2015 and 2024 were included in the narrative and thematic synthesis. The findings revealed consistently positive trends in critical thinking outcomes across standalone PBL and PBL integrated with collaborative strategies, STEM-based worksheets, and digital learning media. Improvements were reported in students’ interpretation, analysis, evaluation, inference, and explanation skills, while self-regulation required more explicit reflective activities. However, methodological heterogeneity and variations in assessment instruments limited direct comparisons and causal interpretations. These findings imply that biology teachers should implement PBL through authentic problems, structured inquiry, evidence-based discussions, appropriate instructional scaffolding, and formative assessment to support students’ critical thinking development.]]>
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