<![CDATA[Abstract: This study aimed to develop, validate, and evaluate the effectiveness of a Project Based Learning (PjBL) based Human Anatomy and Physiology module in improving the Higher Order Thinking Skills (HOTS) of Biology Education students. The study employed a Research and Development (R&D) approach consisting of needs analysis, product design, development, expert validation, revision, and limited implementation stages. The validation process involved two instructional material experts and two subject matter experts using a five-point Likert scale assessment instrument. The effectiveness of the module was tested on 38 Biology Education students using a one-group pretest–posttest design. Data were analyzed using descriptive statistics, N-Gain analysis, and paired-sample t-test. The results indicated that the developed module demonstrated a very high level of feasibility. The instructional material experts awarded an average score of 4.80, while the subject matter experts assigned an average score of 4.74, both categorized as highly feasible. The implementation of the module resulted in an increase in students’ mean scores from 59.55 in the pretest to 79.74 in the posttest. The N-Gain value of 0.45 indicated a moderate improvement, with 68.42% of students achieving moderate to high levels of learning gains. Furthermore, the paired-sample t-test revealed a statistically significant difference between pretest and posttest scores (t = 8.651; p < 0.001). These findings suggest that the developed PjBL-based module is valid, feasible, and effective in enhancing students’ higher-order thinking skills. This study contributes to the development of innovative instructional materials that integrate project-based learning with Human Anatomy and Physiology content to support active learning and the development of 21st-century competencies among pre-service biology teachers. Keywords: Project Based Learning, Instructional Module, Human Anatomy And Physiology, Higher Order Thinking Skills, Biology Education. Abstrak: Penelitian ini bertujuan untuk mengembangkan, menguji validitas, dan menganalisis efektivitas modul Anatomi Fisiologi Tubuh Manusia berbasis Project Based Learning (PjBL) dalam meningkatkan keterampilan berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) mahasiswa Pendidikan Biologi. Penelitian menggunakan metode Research and Development (R&D) yang meliputi tahap analisis kebutuhan, perancangan produk, pengembangan, validasi ahli, revisi, dan implementasi terbatas. Validasi dilakukan oleh dua ahli bahan ajar dan dua ahli materi menggunakan instrumen penilaian skala Likert 1–5. Uji efektivitas dilakukan pada 38 mahasiswa Program Studi Pendidikan Biologi melalui desain one-group pretest-posttest. Data dianalisis menggunakan statistik deskriptif, N-Gain, serta uji t berpasangan. Hasil penelitian menunjukkan bahwa modul yang dikembangkan memiliki tingkat kelayakan yang sangat tinggi. Hasil validasi ahli bahan ajar memperoleh skor rata-rata 4,80 dan validasi ahli materi memperoleh skor rata-rata 4,74, yang keduanya termasuk kategori sangat layak. Implementasi modul menunjukkan peningkatan rata-rata skor mahasiswa dari 59,55 pada pretest menjadi 79,74 pada posttest. Hasil analisis N-Gain sebesar 0,45 menunjukkan peningkatan pada kategori sedang, dengan 68,42% mahasiswa mencapai peningkatan pada kategori sedang hingga tinggi. Hasil uji t berpasangan menunjukkan perbedaan yang signifikan antara skor pretest dan posttest (t = 8,651; p < 0,001). Temuan ini mengindikasikan bahwa modul berbasis PjBL yang dikembangkan valid, layak, dan efektif dalam meningkatkan HOTS mahasiswa. Penelitian ini berkontribusi dalam penyediaan bahan ajar inovatif yang mengintegrasikan pembelajaran berbasis proyek dengan materi Anatomi Fisiologi Tubuh Manusia untuk mendukung pembelajaran aktif dan pengembangan kompetensi abad ke-21 pada calon guru biologi. Kata Kunci: Project Based Learning, Modul Pembelajaran, Anatomi Fisiologi Tubuh Manusia, Higher Order Thinking Skills, Pendidikan Biologi.]]>
