<![CDATA[The implementation of Science (IPA) learning based on Higher Order Thinking Skills (HOTS) faces fundamental challenges in teachers' pedagogical capacity. This study aims to analyze the ability of junior high school science teachers in designing and implementing HOTS-based learning. Using a descriptive mixed-methods approach, data were collected from 15 teachers in Lhokseumawe City through document analysis (Teaching Modules) and classroom observation, with instruments validated by expert judgment. The results reveal a significant dissociation of competencies. Design ability falls into the adequate category (64.7%), while implementation ability is lower (56.6%). Teachers are strong in technical aspects such as selecting methods (87%) and providing stimulating questions (80%), but very weak in fundamental aspects: formulating HOTS learning objectives (53%), developing authentic assessment instruments (53%), designing cognitive scaffolding (33%), and conducting reflection (27%). This pattern results in learning that is superficially active (hands-on) yet lacks cognitive depth (minds-on), reflecting a gap in Pedagogical Content Knowledge (PCK) for HOTS. In conclusion, HOTS implementation remains symbolic and fragmented. Therefore, a reorientation of teacher development programs is needed, focusing on systematic mentoring to build competency in designing coherent learning (instructional alignment), strengthening professional learning communities, and integrating HOTS curriculum into pre-service teacher education]]>
