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21st-century skills are a crucial aspect that students must master, equipping them to face the challenges of modern development. In history learning, the use of Problem-Based Learning (PBL) is considered a powerful tool for transforming learning from rote memorization to active, problem-solving-based learning. This study aims to analyze the role of PBL in enhancing 21st-century skills in history learning through the Problem-Based Learning (SLR) approach. The research method used in this study is the SLR with a prism procedure. The data were obtained from a search of scientific articles through Google Scholar using the keywords Problem-Based Learning, 21st-Century Skills, and history learning. From the initial 2,540 articles obtained, after screening based on relevance, quality, and year range, six key articles were obtained. The study results indicate that PBL is effective in enhancing 21st-century skills through discussions, historical source analysis, and contextual problem-solving. This approach is considered appropriate for the curriculum because it encourages student-centered learning, rather than teacher-centered learning. Although PBL still faces several challenges in its implementation, it remains a relevant and effective learning strategy for developing 21st-century skills.

This study aims to determine the effectiveness of using Problem Based Learning (PBL) oriented E-LAPD to improve students' metacognitive skills on chemical equilibrium material, especially on the sub-material of factors that influence chemical equilibrium shifts. This study was conducted at SMAS Hang Tuah 4 Surabaya class XII-2 as many as 25 students. The type of research used is research and development (R&D) with a 4-D model that was tested on a limited basis using a one-group pretest-posttest design. Scoring on the pretest-posttest uses N-gain (normalized gain) which aims to determine the increase in metacognitive skills through the results of students' pretest-posttest scores. The results showed that the N-gain value for each component of metacognitive skills, namely planning skills, monitoring skills, and evaluating skills, obtained values ​​​​sequentially, namely 0.85; 0.73; and 0.74 which are included in the high category, from the assessment shows that the use of PBL oriented E-LAPD is declared effective in improving students' metacognitive skills. This is supported by the results of the Metacognitive Awareness Inventory (MAI) questionnaire, which showed a percentage of planning skills of 82.43% with very good criteria, monitoring skills of 81.86% with very good criteria, and evaluating skills of 77.67% with good criteria. These results indicate that the MAI questionnaire can support pretest-posttest data to determine the improvement of metacognitive skills in students.

This study discusses the development of thematic teaching materials in elementary schools to improve the quality of learning in accordance with the 2013 Curriculum. The research method used is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that the thematic teaching materials developed with approaches such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Contextual Teaching and Learning (CTL) can enhance students' critical thinking, creativity, and social responsibility skills. The integration of local wisdom values as well as the use of digital and contextual teaching materials make learning more engaging, interactive, and meaningful. The thematic teaching materials based on these innovative learning models can help students develop 21st-century skills. Thus, the development of thematic teaching materials based on innovative models is an effective strategy for creating quality learning in elementary schools that is relevant to curriculum demands and the needs of today's learners. The use of technology and contextual approaches enriches students' learning experiences, making them more relevant and beneficial in daily life.