11 (2) (2022) 51-56 Unnes Science Education Journal Accredited Sinta 3 https://journal.unnes.ac.id/sju/index.php/usej Prospective Science Teachers’ Problem-solving Skills through Sci- ence-integrated Learning Parmin  , Erna Noor Savitri DOI: http://dx.doi.org/10.15294/usej.v11i2.59602 Universitas Negeri Semarang, Indonesia Abstract Problem-solving skills require an integrated understanding of the data, facts, and scientific theories being studied. Prospective teachers need problem-solving skills so that their way of thinking becomes more critical and analytical. This study aims to measure prospective science teachers’ problem-solving skills after applying the science-integrated learning model. This study uses a mixed method. Quantitative data in this study were obtained from the test results measuring problem-solving skills. Qualitative data were obtained from exploring the test results through in- depth interviews with respondents. Prospective science teachers have excellent problem-solving skills. The average score is 86, the highest score is 92, and the low- est score is 80. Most students get a score >85, and there are no students who score below 80. This study concludes that problem-solving skills are measured from vari- ous prospective science teachers’ learning outcomes through practicum, discussion, and assignments. How to Cite Parmin & Savitri, E. N. (2022). Prospective Science Teachers’ Problem-solving Skills through Science-integrated Learning. Unnes Science Education Journal, 11(2), 51-56. Article Info Submitted 2021-04-24 Revised 2022-01-12 Accepted 2022-08-20 Keywords problem solving, prospective science teacher, science inte- grated learning  Correspondence Author: E-mail: parmin@mail.unnes.ac.id p-ISSN 2252-6617 e-ISSN 2502-6232