<![CDATA[Optimizing the quality of mathematics education demands a comprehensive evaluation of the effectiveness of innovative learning models, one of which is Problem-Based Learning (PBL). Although literature on the application of PBL continues to grow, empirical findings scattered across various contexts require a deep synthesis to map current trends and research directions. This study aims to describe the developments in implementing PBL in secondary school mathematics learning through a Systematic Literature Review (SLR) approach. Guided by the PRISMA protocol, a literature search was conducted via the Google Scholar database covering publication years from 2022 to 2026. Out of 100 identified documents, 33 articles met the inclusion criteria for further analysis. The synthesis results show that publications peaked in 2023, dominated by Classroom Action Research (CAR), targeted lower secondary schools (SMP), and were concentrated in Java. The primary variables examined include learning outcomes, problem-solving skills, mathematical representation, literacy, reasoning, Higher Order Thinking Skills (HOTS), motivation, and conceptual understanding. These findings confirm that PBL contributes positively to strengthening students' mathematical abilities, although its effectiveness is influenced by variations in classroom implementation characteristics. Thus, this study confirms that PBL remains a strategic alternative in supporting quality improvements in secondary school mathematics education.]]>
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