<![CDATA[The urgency of this research is to identify the need for implementing Python-assisted Project-Based Learning (PjBL) to enhance students’ problem-solving and computational thinking skills in physics education at SMAN 8 Makassar. This study aimed to analyze the need for implementing Python-assisted Project-Based Learning (PjBL) in physics learning at SMAN 8 Makassar. A descriptive mixed-methods design was employed involving 34 eleventh-grade students and one physics teacher. Data were collected through observations, interviews, and questionnaires and analyzed using qualitative and descriptive statistical techniques. The findings revealed that physics learning was still dominated by teacher-centered instruction with limited use of interactive technology and project-based activities. The needs analysis showed that students demonstrated a very high need for technology-based learning (91.9%), Project-Based Learning (91.6%), and the integration of Python in physics learning (92.0%). Interview results further indicated that students preferred simulations, visualizations, and project-oriented activities, while teachers expressed positive perceptions toward the implementation of Python-assisted PjBL despite limited experience in using Python for instructional purposes. In addition, the school possessed adequate facilities, including computer laboratories, internet access, and multimedia equipment, to support technology-enhanced learning. These findings provide empirical evidence that Python-assisted PjBL is highly needed and feasible to implement in secondary school physics education. The study contributes to the literature by providing a needs assessment as a foundation for developing computationally oriented physics learning and future implementation studies.]]>
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