Many reports show that Junior High School students still face difficulties in spatial
abilities, especially in geometry. Students often struggle with visualizing objects, interpreting 3D
representations, and performing mental rotations. Learning that is still teacher-centered also limits
students’ opportunities to explore and develop spatial reasoning. This study aims to analyze the
effectiveness of the Problem Based Learning (PBL) model in developing students’ spatial abilities
through a systematic literature review (SLR) approach. The review was conducted using the
PRISMA guidelines to ensure a transparent and comprehensive selection process. The study
examined eight selected articles identified by Google Scholar, Garuda, and Academia. The
analysis reveals that PBL effectively enhances middle school students’ spatial abilities in
mathematics, particularly in visualization, mental rotation, and spatial reasoning. The model also
strengthens critical, creative, and reflective thinking as essential 21st-century competencies.
Furthermore, technology-assisted PBL such as SketchUp and differentiated facilitation based on
cognitive styles further optimize learning outcomes. However, challenges remain in teacher
readiness and access to digital media. The findings confirm that PBL is not only an effective
instructional method but also a transformative pedagogical approach to cultivate spatial
intelligence and problem-solving skills in mathematics education.
Keywords: Problem Based Learning, Spatial Ability, Mathematics Education, 21st-Century
Skills, Systematic Literature Review