Title: Transforming History Education Through Problem-Based Learning to Strengthen Historical Thinking Skills in Education
Authors: Pramodia R
Volume: 10
Issue: 5
Pages: 43-49
Publication Date: 2026/05/28
Abstract:
This study aims to examine the transformation of history education through the implementation of Problem-Based Learning (PBL) in strengthening critical and reflective historical thinking skills. In the context of 21st-century education, history education no longer focuses solely on memorizing historical facts but also requires students to understand, interpret, and reflect on historical events in a meaningful way. However, history teaching practices remain largely conventional, resulting in suboptimal development of historical thinking skills. Furthermore, contemporary educational demands emphasize the importance of critical thinking, problem-solving skills, and contextual learning. This study employs a Systematic Literature Review (SLR) method by reviewing and analyzing various national and international scholarly articles related to Problem-Based Learning and historical thinking skills. The research stages include the systematic identification, selection, analysis, and synthesis of the literature. The findings indicate that Problem-Based Learning promotes active, reflective, and student-centered learning and is effective in strengthening historical thinking skills in history education.