<![CDATA[This study aims to analyze the needs for developing a Problem-Based Learning (PBL)-based science e-module oriented toward Higher Order Thinking Skills (HOTS) to support critical thinking skills and self-regulated learning among junior high school students. A quantitative descriptive design was employed. Data were collected primarily through a validated student questionnaire (20 items, 4-point Likert scale) administered to 45 seventh-grade students at SMP Adzkia Islamic School Medan, supplemented by a semi-structured teacher interview as supporting data for contextual interpretation. The questionnaire demonstrated good reliability (Cronbach’s α = 0.84). Data were analyzed using descriptive statistics (mean, standard deviation, and percentage). Results showed that science learning conditions were in the high category (M = 3.67; 91.8%), while students’ critical thinking skills (M = 2.85; 71.3%) and self-regulated learning (M = 2.72; 68.0%) were in the moderate category. Teacher interview data provided contextual support for these quantitative findings and confirmed the need for interactive, HOTS-oriented digital teaching materials. These findings empirically support the development of a PBL-HOTS-based e-module as a relevant solution to improve the quality of science learning at the junior high school level.]]>
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