DAFTAR PUSTAKA. Sidik Nulhaq, 2015

Transkripsi

1 DAFTAR PUSTAKA Abdurahman, dkk. (2011). Implementasi Pembelajaran Berbasis Multi Representasi untuk Peningkatan Penguasaan Konsep Fisika Kuantum. Jurnal Cakrawala Pendidikan, Februari 2011, Th. XXX, No.1. Ainsworth, S. (1999). The function of multiple representations. Computer & Education, 33. pp Anderson, L.W. dan Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman. Arikunto, S. (2011). Dasar-dasar evaluasi pendidikan (edisi kedua). Jakarta: Bumi Aksara. Bao, L Theoritical comparsion of average normalized gain calculations. Am. J. Phys. 74 (10). pp Chi, M.T.H., Feltovich, P.J. dan Glaser, R. (1981). Categorization and representation of physics problems by expert and novices. Cogn. Sci. 5. pp Creswell, J. W. (2014). Research Design: Quantitative, Qualitative, and Mixed Methods Approaches. United Stated of America: SAGE Publications. Dahar, R.W. (2011). Teori-teori belajar dan pembelajaran. Jakarta: Erlangga. Dufresne, R. J., Gerace, W. J. dan Leonard, W. J. (1997). Solving physics problems with multiple representations. Phys. Teach. 35. pp Etkina, E. dan Van Heuvelen, A.(2008). Using Multiple Representations to Improve Student Learning in Mechanics. Texas: Collage Board. Fraenkel, J. R., Wallen, N. E., dan Hyun, H. H. (2012). How to design and evaluate research in education eighth edition. New York: McGrow Hill Company. Goldin, G. A. (1998). Representational systems, learning, and problem solving in mathematics. Journal of Mathematical Behaviour. 17(2). pp Hake, R. (1999). Analyzing Change / Gain Scores. American Educational Research Association. Diunduh dari Analyzing Change-Gain.pdf. 69

2 Hestenes, D. (1997). Modeling methodology for physics teachers, in the changing role of physics departments in modern universities: Proceedings of the International Conference on Undergraduate Physics Education, College Park, 1996, AIP Conference Proceedings No. 399 edited by E. Redish and J. Rigden (AIP, New York, 1997). pp. 935; Diunduh dari Hestenes, D. dan Halloun, I. (1995). Interpreting the force concept inventory. A Response to March 1995 Critique by Huffman and Heller. Phys. Teach. 33. pp Hubber, P, Tytler, R dan Haslam, F Teaching and Learning about Force with a Representational Focus: Pedaddogy and Teacher Change. Research Science Education. 40 pp Izsak, A. and M.G. Sherin, (2003). Exploring the Use of New Representation as a Resource for Theaching Learning. Journal School Science and Mathematics.The University of Georgia and North Western University (1). Jiménez, J. dan Perales, J. (2001). Graphic representation of force in secondary education: analysis and alternative educational proposals. Phys. Educ. 36. pp Kohl, P.B., et. al. (2007). Strongly and weakly directed approaches to teaching multiple representation use in physics. Jurnal Physical Review Special Topics - Physics Education Research 3, _2007. US: The American Physical Society. Leinonen, R. dkk. (2012). University students explaining adiabatic compression of an ideal gas A new phenomenon in introductory thermal physics. Res. Sci. Educ. 42. pp McDermott, L. C. (1984). Research on conceptual understanding in mechanics. Physc. Today 37(7). pp McDermott, L. C. (2001). Oersted Medal Lecture 2001: Physics Education Research The key to student learning. Am. J. Phys. 69(11). pp McDermott, L. C., Shaffer, P. S. PER. (2002). Tutorial in Introductory Physics. New Jersey: Prentice-Hall Inc. 70

3 Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible hidden variable in diagnostic pretest scores. Am. J. Phys. 70(12). pp Meltzer, D. E. dan Manivannan, K. (2002). Transforming the lecture-hall environtment: The fully interactive physics lecture. Am. J. Phys. 70(6). pp Meltzer, D. E. (2005). Relation between students problem-solving performance and representational format. Am. J. Phys. 73(5). pp Nieminen, P., Savinainen, A., dan Virii, J. (2010). Force Concept Inventory-based multiple-choice test for investigating students representational consistency. Phys. Rev. ST. Phys. Educ. Res. 6(2) (12). Nieminen,P., Savinainen, A., & Viiri, J. (2011). An Intervention For Using Multiple Representations Of Mechanics In Uppersecondary School Courses. Jurusan Pendidikan Keguruan, Universitas Jyväskylä. Nieminen, P., Savinainen, A., dan Virii, J. (2012). Relation between representational consistency, conceptual understanding of the force concept, dan scientific reasoning. Phys. Rev. ST. Phys. Educ. Res. 8(1) (10). Nulhaq, S. (2013). Analisis Profil Kemampuan Multirepresentasi Siswa Pada Tes Uraian Terstruktur dan Tes Uraian Terbatas Pada Materi Bunyi di SMP. Skripsi pada S1 FPMIPA UPI Bandung: Tidak Diterbitkan. Nurzaman, I. (2014). Peningkatan konsistensi representasi dan konsistensi ilmiah siswa SMA pada mata pelajaran Fisika melalui model pembelajaran berbasis masalah (PBM). Skripsi S1. Tidak dipublikasikan. Jurusan Pendidikan Fisika, Universitas Pendidikan Indonesia. Oktifianty. (2012). Penerapan multi representasi pada pembelajaran CTL untuk meningkatkan pemahaman konsep dan kemampuan menjelaskan fenomena fisis. Tesis S2. Tidak diterbitkan. Universitas Pendidikan Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan, No 81A tahun 2013, Implementasi Kurikulum. Peraturan Menteri Pendidikan dan Kebudayaan, No 65 Tahun 2013, Standar Kompetensi Lulusan. 71

4 Popham, W. J. (2006). Assessment for educational leaders. United Stated of America: Pearson Education. Renner, J. W. dan Lawson, A. E. (1973). Promoting intellectual development through science teaching. Physc. Teach. 11. pp Rosengrant, D., Etkina, E., dan Van Heuvelen, A. (2006). An overview of recent research on multiple representations. Physics Education Research Conference Proceedings edited by Laura McCollough, Leonardo Hsu, and Paula R. L. Heron. 83. pp Rosengrant, D. (2007). Multiple Representations and Free-Body Diagrams: Do Student benefit from using them?. Disertasi Doktor pada State University of Jersey. [Online]. Tersedia [9 September 2013] Savinainen et al, Using a Bridgin Representation and Social Interactions to Foster Conceptual Change: Designing and Evaluating an Instructional Sequence for Newton s Third Law. Sci Ed 89. pp Savinainen, A. dan Scott, P. (2002). Using the Force Concept Inventory to monitor student learning and to plan teaching. Phys. Educ. 37(1). pp Savinainen, A. dan Viiri, J. (2004). A cause study evaluating students representational coherence of Newton s first and secon laws. Proceedings of the Physics Education Research Conference, Madison, 2003, AIP Conference Proceedings No. 720, edited by J. Marx, S. Franklin, and K. Cummings (AIP, New York, 2004). pp. 77; Diunduh dari Savinainen, A. dan Viiri, J. (2008). The Force Concept Inventory as a measure of students conceptual coherence. Int. J. Sci. Math. Educ., 6, pp: Steinberg, R. dan Sabella, M. (1997). Performance on multiple-choice diagnostics and complementary exam problems. Phys, Teac. 35, pp: Sriyansyah, S. P., Suhandi, A., Saepuzaman, D. (2015). Analisis konsistensi representasi dan konsistensi ilmiah mahasiswa pada konsep gaya menggunakan tes R-FCI. Jurnal Pendidikan IPA Indonesia 4(1). Pp

5 Suhandi, A. dan Wibowo, F. C. (2012). Pendekatan multirepresentasi dalam pembelajaran usaha-energi dan terhadap pemahaman konsep mahasiswa. Jurnal Pendidikan Fisika Indonesia. 8. pp Ulvarina, Loviza (2010). Penggunaan Multirepresentasi Pada Pembelajaran Konsep Gerak Untuk Meningkatkan Kemampuan memahami Dan Memperkecil Kuantitas Miskonsepsi Siswa SMP. Tesis Program Pasca Sarjana UPI. Bandung: tidak diterbitkan Van Heuvelen, A. (1991a). Learning to think like physicist: A review of researchbased instructional strategies. Am. J. Phys. 59(10). pp Van Heuvelen, A. (1991b). Overview, Case Study Physics. Am. J. Phys. 59(10). pp Van Heuvelen, A. (2001). Millikan Lecture 1999: The Workplace, Student Minds, and Physics Learning Systems. Am. J. Phys. 69(11). pp Van Heuvelen, A. dan Zou, X. (2001). Multiple representations of work-energy processes. Am. J. Phys. 69(2). pp Waldrip, B., Prain, V., Sellings, P. (2013). Explaining Newton s laws of motion: using student reasoning through representations to develop conceptual understanding. Instr Sci 41, pp Waldrip, B dan Prain, V An Exploratory Study of Teachers and Students Use of Multi-modal Representations of Concepts in Primary Science. International Journal of Science Education. 28 pp Walpole, R.E. (1992). Pengantar Statistika. Edisi 3. Jakarta: PT Gramedia Utama Wong, D. dkk. (2011). Learning with multiple representations: an example of a revision lesson in mechanic. Physc. Educ. 46(2). pp