<![CDATA[Keterbatasan asesmen fisika yang masih berfokus pada prosedur dan jawaban akhir menyulitkan pengukuran Scientific Higher-Order Thinking (S-HOT), khususnya pada kinematika yang menuntut interpretasi fenomena, data, diagram, dan grafik gerak. Penelitian ini bertujuan memperoleh bukti awal validitas isi asesmen S-HOT berbasis Dual Space Inquiry (DSI) pada materi kinematika. Penelitian menggunakan Educational Design Research dengan model Plomp dan artikel ini melaporkan tahap preliminary research serta development/prototyping. Prototipe mengintegrasikan lima dimensi S-HOT—penalaran ilmiah, berpikir kritis, berpikir kreatif, efikasi diri sains, dan metakognisi—ke dalam fase orientasi, konseptualisasi, eksplorasi, kesimpulan dan asesmen, serta refleksi. Tiga dosen Departemen Fisika Universitas Negeri Padang menilai prototipe secara ahli menggunakan lembar validasi skala lima poin yang mencakup 27 indikator pada aspek isi, bahasa, penyajian, dan kegrafisan. Data dianalisis dengan koefisien Aiken’s V. Rata-rata V masing-masing aspek adalah 0,88, 0,90, 0,94, dan 0,94, dengan rata-rata keseluruhan 0,92. Pada tingkat indikator, 19 dari 27 indikator mencapai nilai kritis V = 0,92 untuk tiga validator dan lima kategori penilaian, sedangkan delapan indikator memerlukan revisi, terutama pada kedalaman materi, pencegahan miskonsepsi, kejelasan kalimat, rubrik penskoran, dan proporsi tampilan. Temuan menunjukkan bukti awal validitas isi yang cukup kuat untuk melanjutkan revisi prototipe, tetapi belum mendukung klaim reliabilitas, validitas konstruk, kepraktisan, atau efektivitas. Uji keterbacaan, uji coba terbatas, analisis butir, dan pengujian empiris diperlukan pada tahap berikutnya. Physics assessments that emphasize procedures and final answers provide limited evidence of students’ Scientific Higher-Order Thinking (S-HOT), particularly in kinematics, which requires the interpretation of phenomena, data, motion diagrams, and graphs. This study aimed to obtain initial content-validity evidence for an S-HOT assessment based on Dual Space Inquiry (DSI) for kinematics. The study employed Educational Design Research using the Plomp model; this article reports the preliminary research and development/prototyping phases. The prototype integrated five S-HOT dimensions—scientific reasoning, critical thinking, creative thinking, science self-efficacy, and metacognition—within the DSI phases of orientation, conceptualization, exploration, conclusion and assessment, and reflection. Three lecturers from the Department of Physics, Universitas Negeri Padang, served as expert validators. They evaluated the prototype using a five-point validation sheet comprising 27 indicators across content, language, presentation, and graphic-design aspects. The ratings were analyzed using Aiken’s V. The mean V values were 0.88 for content, 0.90 for language, 0.94 for presentation, and 0.94 for graphic design, with an overall mean of 0.92. At the indicator level, 19 of 27 indicators reached the critical value of V = 0.92 for three validators and five response categories; eight indicators required revision, particularly those concerning content depth, misconception prevention, sentence clarity, scoring rubrics, and visual proportion. These findings provide initial content-validity evidence for further prototype revision but do not establish reliability, construct validity, practicality, or effectiveness. Readability testing, limited piloting, item analysis, and empirical validation are therefore required.]]>
