<![CDATA[The design thinking mindset is increasingly recognized as an important disposition for pre-service teachers who are expected to design responsive, innovative, and collaborative learning experiences. This study profiles the design thinking mindset of undergraduate physics education students in Banten, Indonesia, across eight dimensions derived from Paparo's framework. A quantitative descriptive survey was conducted with 60 students using a 40-item questionnaire on a 5-point Likert scale, complemented by thematic analysis of three open-ended questions. The eight dimensions were Ambiguity Tolerance and Risk Embracing, Empathy and User-Centeredness, Open-mindedness and Diversity, Experimentation and Learning-oriented, Action-oriented Behavior, Radical Collaboration, Holistic Thinking and Problem Framing, and Creativity. Creativity obtained the highest mean score (M = 3.23, SD = 0.44), whereas Radical Collaboration obtained the lowest (M = 2.59, SD = 0.50); the overall mean was 2.90, indicating a moderate profile across dimensions. The qualitative analysis organized students' responses into recurring themes concerning multiple-solution generation, connections between physics and everyday contexts, innovative teaching approaches, preference for individual work, unequal participation, and limited interdisciplinary opportunities. The findings are interpreted in relation to the competencies emphasized in Kurikulum Merdeka, particularly creativity, collaboration, learner-centeredness, diversity, critical reasoning, and flexible project-based learning. Because the original data collection did not record demographic grouping variables, subgroup comparisons could not be performed; this limitation is explicitly acknowledged. The study provides an empirical baseline for strengthening design thinking dispositions in physics teacher preparation in Banten.]]>
