The Industrial Revolution 4.0 is reshaping social studies to address real-life problems and foster critical thinking skills. Problem-Based Learning (PBL) focuses on resolving actual issues, while Virtual Reality (VR) provides an immersive virtual learning environment within the classroom. This study investigates the effect of VR-assisted PBL, specifically the “Museum Sumpah Pemuda”, on critical thinking tendencies and learning motivation in social studies education. Utilizing a quasi-experimental approach with a pretest and posttest design, the study population consisted of 75 eighth-grade students aged 13-15 years, divided into three classes. Cluster random sampling was applied to select the control class (VIIIB) and the experimental class (VIIIC), each comprising 25 students. The research utilized a critical thinking self-assessment questionnaire developed by Masured Reasons LLC, featuring 20 questions, alongside Facione & Gittens’s critical thinking indicators. Additionally, the learning motivation questionnaire was based on criteria from Hamzah B. Uno and included 24 questions. Results from the MANOVA hypothesis test (p<0.05) indicate a significant effect of VR-assisted PBL “Museum Sumpah Pemuda”, on both critical thinking tendencies and learning motivation in social studies learning. These findings suggest that VR-assisted PBL not only cultivates 21st-century skills but also resonates with students’ experiences in the technology-driven era of 4.0.