Effect of the Project-Based Learning (PjBL) Model on the Creative Thinking Skills of Elementary School Students

systematic literature review explores the influence of Project-Based Learning (PjBL) on the development of creative thinking skills among elementary school students. Creative thinking is essential in equipping students with 21st-century competencies such as problem-solving, innovation, and adaptability. Despite its importance, numerous studies highlight the persistent low levels of creative thinking skills among young learners, especially in the Indonesian context. Traditional teacher-centered approaches have been identified as a major contributing factor to this issue. This review synthesizes findings from 16 empirical studies published between 2015 and 2025, selected through a rigorous PRISMA-guided process across databases such as Scopus, ERIC, and Google Scholar. Results consistently demonstrate that PjBL significantly enhances various dimensions of creative thinking—fluency, flexibility, originality, and elaboration. Studies also reveal the added benefits of PjBL when integrated with STEM frameworks and digital technologies. However, successful implementation is contingent upon teacher readiness, adequate resources, and institutional support. This review affirms the role of PjBL as an effective pedagogical strategy to cultivate creativity and recommends further longitudinal and cross-cultural research.