The successful implementation of STEM-based physics learning in the K13 curriculum to improve student creativity is certainly inseparable from the teacher's skills to design and develop learning devices. This study aims to analyze the skills of high school physics teachers in developing STEM-based learning in Curriculum K13. This data was obtained from the answers of 133 high school physics teachers in Aceh Province to the questionnaire instruments that were given. The questionnaire was compiled based on six main basic skills components TPACK teachers in developing and implementing learning consisting of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Content Knowledge (PCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Knowledge (TPK). The results of the descriptive statistical analysis, in general, showed that the average high school physics teacher was able to design STEM-based learning in the K13 curriculum. However, the six components of TPACK ability measured, 25.40% of teachers were still difficult on CK ability, 20.03% of teachers were still difficult on PCK ability, and for other TPACK components below 20%. The empirical results of this study are expected to be used as a guideline to improve the ability of high school physics teachers to develop STEM-based learning in the K13 curriculum.

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