Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices

– This study aims to develop physics practicum guidelines that can improve students' scientific reasoning. The development of practicum guidelines in this study was based on the principles of the Higher Order Thinking Laboratory (HOT-Lab). Using the ADDIE design, which consists of five stages: analyze, design, develop, implement, and evaluate, general physics practicum guidelines are developed in three parts, namely pre-practicum, lab, and post-practicum. The participants involved consisted of two groups: five experts and 88 students taking general physics courses. The pre-practicum stage is the part that distinguishes this practicum guideline from conventional practicum guidelines, where students are presented with "real-world problems" and opportunities to make hypotheses. The results showed that the practicum guideline products developed were deemed feasible and effective for developing students' scientific reasoning. This study shows that students' scientific reasoning for using practicum guidelines based on HOT-Lab principles is significantly higher than those who use conventional practicum guidelines. In conclusion, the guideline developed was valid, feasible, and effective in improving students’ scientific reasoning. This study recommends considering the features of the HOT-Lab practicum activities to be used for similar practicum activities in other places or relevant courses.


I. INTRODUCTION
Scientific reasoning is one of the skills necessary to advance science and technology (Bao et al., 2022;Vo & Csapó, 2022). It is also helpful in overcoming complex problems with good scientific reasoning skills (Vo & Csapó, 2022;Bancong & Subaer, 2013). This competency can also assist someone in making careful decisions and developing scientific abilities (Cuperman & Verner, 2019).
Furthermore, scientific reasoning can also be a good predictor of learning success (Nieminen et al., 2012). This variable has also become one of the focuses in science learning, which continues to experience development (Bao et al., 2022). Asniar (2016) stated that students' ability to perform scientific reasoning showed unsatisfactory results. According to reports, F. Alatas, A. Suryadi, F. H. Saputra | JPF | Volume 11 | Number 2 | 2023 | 127 -144 128 most students who enroll in university-level programs exhibit poor scientific thinking (Hrouzková & Richterek, 2021). Research conducted by Wilujeng and Wibowo (2021) revealed that the level of scientific reasoning of prospective physics teachers in online learning was at the concrete and transitional operational level. Nonetheless, several reports show that the scientific reasoning of students in Indonesia tends to be low (Khoirina et al., 2018;Mariana et al., 2018;Suryadi et al., 2020;Yediarani et al., 2019).
For example, studies combining hands-on learning and inquiry improved students' scientific reasoning (Graaf et al., 2019).
Differently, Kant et al. (2017) and Omarchevska et al. (2022) Setya et al., 2021), creative thinking Sapriadil et al., 2019), to the ability to communicate scientifically (Sapriadil et al., 2018). Therefore, this study aims to develop practicum guidelines with the term HOT-Lab and explore the effect of using HOT-Lab in improving the scientific reasoning of prospective teacher students.

II. METHODS
This study is a research and development with the ADDIE model (Branch, 2009 (Lawson, 1978) The data analysis in this study, measuring product development validity, used the percentage of answers to all questions. If the results of the expert's assessment of the guideline product reaches a percentage of ≥75% in each aspect of the assessment, then the e-Book is considered valid (Borich, 2008).
The practicality of developing the guidelines was measured using a student response questionnaire. The practicality percentage of the guidelines developed can be seen in  • Understandable instructions for the use • The learning objectives in the practicum guidelines are easy to understand • Pre-practicum stages are easy to understand • The core stages of practicum are easy to understand • Post-practicum stages are easy to understand • The real-world problems given are interesting • The choice of real-world problem solutions presented is clear • The relationship between experimental questions and practicum is clear Technical quality • The appearance of interesting practical guidelines • Is the language in the practicum guide informative and easy to understand • The images provided are clear and attractive Quality of learning • The real-world problems and questions that are presented stimulate your scientific reasoning • Does this practicum guide make the student more motivated to learn introductory physics practicum? • Practicum guidelines can be used independently • Overall, is this HOT-Lab practicum guide suitable?
The guidelines' effectiveness was seen to determine the achievement of learning objectives developed regarding scientific reasoning during practicum using different tests using non-parametric statistics Mann Whitney U (Field, 2013).

III. RESULTS AND DISCUSSION
The first step to developing the HOT-Lab practicum guidelines is analysis. At this stage, there are two main things to do: conduct a needs analysis and review the literature. Needs are not only carried out to develop motivation but also to develop scientific skills. Around 85% of respondents agreed that practicum is a vehicle for learning using a scientific approach. Through scientific methods, students can inquire to reveal the object being observed. This is in line with a study conducted by (Karatay et al., 2014)  The survey also asked students' views regarding practicum guidelines used so far.
The question is, "How has the basic physics practicum been used so far?" The tabulation of the results of this question is presented in a. Practicum guidelines tend to be used as a way to prove concepts, laws, or principles b. Practicum guidelines are in the form of detailed step-by-step recipes that must be carried out and followed by students during the implementation of practicum activities. c. Practicum guidelines contain elements of writing hypotheses and predictions before practicum  should be improved." Quantitatively, product validity based on expert judgment is >75% or in valid category, as presented in Table 3.    Table 5. proportional, and probabilistic reasoning.
The two groups carried out the same seven practicum activities. At the end of the practicum activities, both groups were given a post-test related to scientific reasoning. The results of the scientific reasoning analysis are presented in Figure 4. Students who score above 58% are classified as formal operational reasoning (FO). Figure 3 shows that students' scientific reasoning tends to be low even though they have carried out a  There are significant differences between the three types of scientific reasoning: correlational reasoning, probabilistic reasoning, and variable control. However, with an ideal score of 100, students' scientific reasoning in both the experimental and control classes is still low.
Furthermore, an inferential statistical analysis was carried out to determine whether statistical differences in scientific reasoning existed between the experimental and the control classes. The assumption test was carried out. First, the normality test analysis results are in Table 7.    (Parmin et al., 2022).
Another interesting finding in this study is that although students' scientific reasoning has progressed, students' scientific reasoning still tends to be low. This result was also found by Zulkipli (2020) in Malaysia, where even students' formal reasoning is still low.
Furthermore, the reasoning is the most challenging component in explaining studentteacher candidates (Masters & Docktor, 2022