This research aims to integrate the Science, Technology, Engineering, and Mathematics-Problem Based Learning (STEM-PBL) model through a solar energy project in physics learning as the learning competencies in the 21st-century learning. This research aims to develop students' critical thinking skills by using a mixed method of an explanatory sequential model. Most students achieved the "Very Good"category in almost all SDG 4 (science, technology, and engineering) and SDG 7 (mathematics) indicators. Students demonstrated higher-order thinking skills by analyzing, evaluating, and creating a solar energy project. The quantitative data results in an N-Gain of 0.7299, which is usually and homogenously distributed, as indicated by the Independent Samples-T Test of Sig. 2-tailed = 0.000 indicates a significant difference between post-test and pre-test results. Meanwhile, the qualitative data represent students' experiences during the STEM-PBL model, resulting in most students "Strongly Agree"with STEM-PBL implementation in the solar energy project to foster critical thinking skills. This research explores the SDG 4 and SDG 7 indicators, which are elaborated with STEM-based indicators within a Problem-Based Learning (PBL) model that emphasizes the students′ critical thinking skills achievements. © Published under licence by IOP Publishing Ltd.
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