A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers' creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are <0,69> for pre-service physics teachers who received lesson with HOT Lab design and <0,39> for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.
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机译：已经进行了对热（高阶思维）实验室实施的研究。该研究旨在比较越来越多，可以增加接受热实验室和电路主题验证物理课程的售前物理教师的创造性思维技能。该研究采用了对对照组预测试的准实验方法。研究主题是40物理教育uin Sunan Gunung Djati Bandung的服务前物理教师。通过课堂随机采样技术选择了研究样本。有关售前物理教师的数据，采用论文形式的创造性思维技能的考验收集了创意思维技巧的创新思维技能。该研究的结果表明，对于获得热门实验室设计的课程和收到课程的前职业医疗教师<0,39>，对创造性思维技能的N-GANT的平均值<0,69>分别使用验证实验室。因此，我们得出结论，热实验室设计的应用更有效地增加电路课程的创造性思维技能。
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