<![CDATA[This study aims to analyze the differences in the influence of Project-Based Learning (PjBL), Flipped Learning, and conventional models on students' higher-order thinking skills and learning interests. The research method used is a quasi-experiment with a research design involving all grade XI students of SMA Negeri 2 Muara Beliti as the population. The results of statistical analysis of higher-order thinking skills using the ANOVA test showed a significance value of 0.000 (p <0.05), which means there is a significant difference between the project based learning, flipped learning, and conventional learning models on students' higher-order thinking skills, while the results of statistical analysis of students' learning interests using the ANOVA test showed a significance value of 0.000 (p <0.05) which means there is a significant difference in students' learning interests between the three learning groups. The conclusion is that: 1) there is a significant difference in the influence of PjBL, Flipped Learning, and conventional models on higher-order thinking skills, where the PjBL model is proven to be significantly more effective than the other two models; 2) There is a significant difference in the influence on students' learning interest, with the PjBL model having an advantage over both the Flipped Learning and conventional models. Keywords: Flipped Learning, Higher-Order Thinking Skills, Learning Interest, Project-Based Learning.]]>
