<![CDATA[The integration of the Sustainable Development Goals (SDGs) into learning planning is an important requirement in 21st century education, particularly through Science, Technology, Engineering, and Mathematics (STEM)-based learning relevant to sustainability issues. This study aims to analyze the indications of SDG integration gaps in STEM-based Lesson Plans (RPPs) developed by junior high school teachers. This study uses a qualitative approach with a document analysis design from 15 STEM-based RPPs that were deliberately selected from a total of 74 documents collected. The analysis was carried out by examining three main aspects, namely the general level of SDG integration, SDG integration in STEM-based learning activities, and SDG integration in learning assessment. The results showed that 53.4% of the RPPs implicitly integrated the SDGs in learning activities, while 53.4% of the RPPs still used assessments that were not based on the SDGs. At the general level of integration, the limited and inconsistent category was the most dominant pattern (33.3%), while only 20% of the RPPs showed explicit and complete SDGs integration. SDGs tend to be used as additional context in learning activities without being used as a complete conceptual basis, and have not been systematically integrated into learning assessments. These findings show a conceptual, pedagogical, and evaluative gap between the demands of sustainability-oriented education policies and the actual practices of teacher lesson planning. This research has important implications for strengthening STEM-based lesson planning that is more systematic and aligned with the sustainable development agenda.]]>
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