Enhancing Pre-service Physics Teachers' Higher-Order Thinking Skills Through STEM-PjBL Model

This study aimed to determine the higher-order thinking skills of pre-service teachers through STEM-PjBL Model. The research method used was a quasi-experimental with one group pretest-posttest design. N-Gain results mention N-gain in both experimental and control classes that physics learning process Model is 21% higher improving than Direct Learning. Improvement students' ability solve HOTS categorical questions taught by applying scored 75% or 0.75, which increases high category. In comparison, led Learning model achieved 54% 0.54, meaning moderate increase categories. showed using could improve more Instruction implications this include: gaining new knowledge can be as teacher’, adding insight regarding grow science skills, assisting schools quality students, schools.