Applying the Design Thinking Approach (DTA) to address its lack of conceptual clarity in instruction is crucial since it may improve students’ scientific literacy. DTA was integrated into teaching physics lessons and testing its effect on students’ proficiency to address this issue. The research method employed was quantitative, applying a quasi-experimental design. The sample comprised two (2) sections in Grade 7 of 41 students, each with comparable mean percentage scores (MPS) and statistically insignificant. The data collection technique utilized pretest and posttest. Then, the data were analyzed descriptively and statistically using a t-test. The findings revealed that the experimental and control groups had fair pretest scores. The experimental group garnered excellent proficiency in the post-test, while the control group had a high average. It affirmed the effectiveness of DTA. Statistical results also showed a significant difference between the pretest and posttest scores. The DTA, known for developing critical thinking, creative confidence, problem-solving, innovation, and other 21^st-century skills, can affect a positive innovation in physics teaching, support curriculum, and pedagogical updates, and consequently help improve students’ proficiency in physics.

Keywords: Design Thinking Approach, Proficiency, Physics Teaching, Quasi-Experimental Research, 21st Century Skills.

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