The Effect of HOT-Lab to Improve Critical Thinking Skills of Prospective Physics Teachers

The aim of this research is to know the effectiveness of the Higher Order Thinking Laboratory (HOT Lab) in improving critical thinking skills of prospective physics teachers on the concept of heat transfer compared with the application of verification lab. This research used quasi-experiment research method with control group pretest-posttest design. The subject of this research was students of Physics Education Program of UIN Sunan Gunung Djati Bandung. The sample of the study was 60 students which were divided into two groups covering of experimental and control group, consists of 30 students. The number of female sample in the experimental group was 18 people and the male was 12 people. The instrument to measure Critical Thinking Skills (CTS) was essay test. Data were then analyzed using average n-gain, effect size, and t-test. The results showed that critical thinking skills of students using HOT Lab were higher than that using verification lab. Female student who applied the HOT lab showed higher critical thinking skills than male student. It is concluded that the implementation of HOT Lab on the concept of heat transfer had a greater effect in enhancing critical thinking skills of prospective physics teachers than the application verification lab