RBL (Research-Based Learning) is multi-faced learning. RBL can be applied through different instructional strategies and techniques. The outcome of RBL itself also varies according to the skills needed in the 21st century. However, RBL requires specific guidance on how to implement it properly and correctly so that the multi-faced RBL can be directed and maximize its effectiveness. This study aims to identify the implementation, outcome, and effectiveness of RBL. This study conducted a systematic literature review of 449 articles related to RBL. A number of these articles were selected through inclusion and exclusion criteria, which included a timeline, type of document, source, and language. Finally, 40 articles were selected for analysis. This study incorporates multiple research designs, where the review meets the Publishing Standards for Item Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Science Direct, Eric, and Google Scholar as databases were used to find articles in this study. The results showed that RBL can be implemented properly in three ways, namely RBL as a method, RBL development which in this case must go through trials first, and integration of RBL in further learning also requires trials. While the outcomes of RBL include cognitive, attitude, and skill aspects. Finally, the effectiveness of RBL still requires further research related to the attitude aspect.