<![CDATA[The Fourth Industrial Revolution has increased the demand for students to develop 21st-century competencies, including complex problem-solving skills, spatial reasoning, and geographic literacy. This study aimed to examine the implementation of the Problem-Based Learning (PBL) model and its effectiveness in improving geographic literacy and learning outcomes among high school geography students. A descriptive quantitative research approach with an explanatory component was employed, involving 60 eleventh-grade social science students at SMA Diponegoro 1 Jakarta, who were divided into an experimental group (Class XI-5, n = 30) receiving PBL instruction and a control group (Class XI-3, n = 30) receiving conventional lecture-based instruction. Data were collected using an 11-item multiple-choice achievement test aligned with the cognitive levels of Anderson and Krathwohl's revised Bloom's taxonomy, along with questionnaires assessing PBL implementation and geographic literacy based on indicators established by the National Council for Geographic Education (NCGE). The findings indicated that PBL implementation achieved a high level of adherence to the instructional model's prescribed stages (90%). Students in the experimental group obtained a higher mean geographic literacy score (84.00) than those in the control group (81.00), suggesting a potential benefit of PBL for geographic literacy development. However, the difference in mean cognitive achievement scores between the experimental group (66.97) and the control group (69.09) was not statistically significant. Despite this finding, students receiving PBL instruction demonstrated stronger contextual understanding and integration of geographic concepts when addressing environmental problems. Overall, the findings suggest that PBL may support the application of geographic knowledge to real-world environmental challenges, although its effectiveness in improving cognitive learning outcomes was not statistically established in this study.]]>
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