<![CDATA[Low scientific literacy and limited critical-thinking engagement remain important challenges in contextual science learning. This study analyzed the need for a local-wisdom-based science module organized through Problem-Based Learning (PBL) for Grade VIII students. A convergent descriptive mixed-methods design was employed at SMPN 4 Narmada, West Nusa Tenggara, involving 30 students and one science teacher selected purposively. Quantitative data were collected through a six-item dichotomous student needs questionnaire, while qualitative data were obtained from classroom observation, a semi-structured teacher interview, and document review. Student responses were summarized as frequencies and percentages, whereas qualitative evidence was reduced, coded, displayed in a thematic matrix, and triangulated across sources. The results showed that 25 of 30 students (83.3%) perceived lecture-based instruction as dominant, 23 students (76.7%) reported strong dependence on conventional textbooks, and 21 students (70.0%) had difficulty connecting science concepts with everyday situations. A total of 27 students (90.0%) indicated a need for an interactive contextual module, 22 students (73.3%) reported difficulty with investigation-based problem solving, and 26 students (86.7%) preferred learning through local phenomena. The teacher interview confirmed limited locally contextualized materials and the need for practical guidance on implementing PBL. The study therefore specifies empirical design requirements for a module that integrates local-wisdom cases, explicit PBL phases, scientific-literacy tasks, critical-thinking prompts, and teacher guidance. These findings provide a context-specific basis for subsequent module development and validation.]]>
