DAFTAR PUSTAKA
Arikunto, S. (2002). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.
Atwel, Bleicher & Cooper. (1988). The construction of the social contex of mathematics classroom: A cosiolingistic analysis. Journal for Research in Mathematics Education. Vol 29(1), hh. 63 – 82. New York: NCTM.
Ausubel, D.P. Novak J.D. & Hanesian, H. (1978). Educational psychology, New York: Halt, Renehart and Winston.
Biryukov, P. (2004). Metacognitive aspects of solving combinatorics problems.
International Journal for Mathematics Teaching and Learning. Vol 1 (74) ISSN 1473–0121. Tersedia online:
http://www.ex.ac.uk/cimt/ijmt/biryukov.pdf.
Blakey, E & Spence, S. (1990). Developing metacognitive. Eric degests on
information resources. Tersedia online:
http://www.iap.ac.id/ERICDigests/metacognitive.html.
Carr, M. (2010). The importance of metacognition for conceptual change and strategy use in mathematics. In H.S. Waters, and W. Schneider (Eds).
Metacognition, strategi use, and instruction, pp. 176 – 197. New York: The Guilford Press.
Choy, S.C, & Oo, P.S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom?.
International Journal of Instruction. Vol 5. (1), pp. 167 – 182.
Cooper, S. (2009). Theories of learning in educational psychology. Tersedia online: (http://www.lifecircles-inc.com/Learningtheories/behaviorism/ Thorndike.html), www.lifecircles-inc.com.
Dewey, J. (1910). How we think. Lexington, Mass: D.C. Heath.
Fischbein, E. (1987). Intuition in mathematics and science: an educational approach. Tel Aviv: School of Education Tel Aviv University.
Griffith, P & Ruan, J. (2008). What is metacognition and what Shoud be its role in literacy instruction?. In S.E. Israel et. al. (Eds). Metacognition in literacy learning, pp. 3 – 18. New Jersey: Lawrence Erlbaem Associates.
Hake,R. (1999). Analizing change/gain scores. Tersedia online:
http://www.physics.indiana.edu/-sdi/analizingChange-gain.pdf
Hewitt, D. (2008). Understanding effective learning, strategies for the classroom. London: Mc Graw Hill.
Hudoyo, H. (1990). Strategi mengajar belajar matematika. Malang: Penerbit IKIP Malang.
Huitt, B. (1997). Educational psychology interactive: Metacognition. Tersedia online: http://chiron.valdosta.edu/whuitt/Col/Cogsys/Metacogn.html
Ismaimuza, D (2010). Kemampuan berpikir kritis dan kreatif matematis siswa SMP melalui pembelajaran berbasis masalah dengan strategi konflik kognitif. Disertasi UPI. Tidak diterbitkan
Kaune, C. (2006). Reflection and metacognition in mathematics education – Tools for the improvement of teaching quality. The International Journal on Mathematics Education, Vol. 38, pp. 350–360.
Kapranos, P. (2007). 21st Century teaching & learning: Kolb Cycle & reflective thinking as part of teaching, creativity, innovation, enterprise and etics to engineers. International symposium for engineering education, Dublin City University, Ireland.
Kinard, J.T. and Falik, L. (1999). The fourth R – rigor: creating rigorous thinking through eediated learning experience and feuerstein’s instrumental enrichment program. Life span and disability. Vol. 2 (2) pp. 185-204.
Kozulin, A. (1986). Thought and language Lev Vygotsky. London: The MiT Press Cambridge, Massachusetts
Kurniawati, L. Kusumah, Y.S. Sumarmo, U. Sabandar, Z. (2014). Enhancing
student’s mathematical intuitive-reflective thinking ability through problem based learning with hypnoteaching method. Journal of Education and Practice. Vol. (36). ISSN (Online) 2222-288X. Available online:
http://www.iiste.org/Journals/index.php/JEP/article/view/17480
List, D. (2006). Reflection on the future: Its possibility and usefulness. JITTA Vol. 7(4) pp. 21 – 33.
Lee, H.J. (2005). Understanding and assessing pre-service teachers’ reflective thinking. Teaching and teacher education, Vol. 21 pp. 699 – 715.
Leron, U. & Hazzan, O. (2009). Intuitive VS analytical thinking: Four perspectives. educ ttud. math. Vol. 71: 263–278. Published by Springer science & business media B.V.
Matlin, M.W (1994). Cognition. New York: Harcourt Brace Publishers.
Meltzer, D. E. (2002). The relationship between mathematics preparation and
conceptual learning gain in physics: A possible “hidden variable” in
diagnostics pretest scores. Dalam American Journal of Physics [Online], Vol 70 (12) 1259 – 1268 (20 halaman). Tersedia:
http://www.physics.iastate.edu/per/docs/AJP-Dec-2002-Vol.70-1259-1268.pdf.
Meyer, M. C. (2002). To foster development of cognitive strategies, use embedded scaffolding techniques. Tersedia online:
http://coe.sdsu.edu/EDTEC640/POPsamples/mmeyer/mmeyer.htm.
Muin, A. (2010). Mengembangkan kemampuan berpikir reflektif melalui pembelajaran aktif berbasis metakognitif. Proceeding Seminar Nasional Pembelajaran Aktif di Perguruan Tinggi. Jakarta: DBE2-USAID.
Muin, A. (2012). The situations that can bring reflective thinking processes in mathematics learning. The International seminar proceeding on mathematics education, Department of mathematics education Yogyakarta State University.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standars for school mathematics. Virginia: NCTM.
National Council of Teachers of Mathematics. (2006). Executive summary principles and standards for school mathematics. Available online: http://www.nctm.org/uploadedFiles/Math_Standards/12752.pdf
Nindiasari, H. (2011). Pengembangan bahan ajar dan instrumen untuk meningkatkan berpikir reflektif matematis berbasis pendekatan metakognitif pada siswa sekolah menengah atas (SMA). Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY. ISBN : 978-979-16353-6-3. hh. 251-263.
Noer, S.H. (2008). Problem-based learning dan kemampuan berpikir reflektif dalam pembelajaran matematika. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, FKIP Universitas Lampung, hh. 267 – 280
Nordheimer, S (2010). Mathematical connection at school, understanding and facilitating connection in mathematics.
Pape, S.J. at. al. (2003). Developing mathematical thinking and self-regulatedl learning: A Teaching experiment in a seventh-grade mathematics classroom.
Educational studies in mathematics, Vol. 53(3), pp. 179-202. Published by: Springer Stable URL: http://www.jstor.org/stable/3483340.
Polking, J. (1998). Response to NCTM’s round 4 questions. Available online:
http://www.ams.org/government/argrpt4.html
Rodger, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, Vol. 72(2), 230–253.
Ruseffendi, H.E.T. (2010). Dasar-dasar penelitian pendidikan & bidang non-eksakta lainnya. Bandung: Tarsito.
Ruseffendi, H.E.T. (1999). Pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan CBSA. Bandung: Tarsito.
Sabandar, J. (2009). Berpikir reflektif. Tersedia: http://math.sps.upi.edu/wp-content/uploads/2009/11/Berpikir-Reflektif.pdf.
Santoso, H.B., Fardiaz, T., dan Hasibuan, Z.A. (2009). Impementasi fitur perekomendasian bahan ajar berdasarkan prior knowledge pada student centered e-learning environment. Prosiding Seminar Nasional Aplikasi Teknologi Informasi, hh. A-22 – A-28.
Sawyer, A. (2008). Making connections: Promoting connectedness in early mathematics education. Proceedings of the 31st Annual conference of the mathematics education research group of australasia M. Goos, R. Brown, & K. Makar (Eds.), © MERGA Inc. pp. 429 – 435.
Setiono, K. (1983). Teori perkembangan kognitif. Bandung: Fakultas Psikologi UNPAD.
Schoenfeld, A. (1985). Mathematical problem solving. Tersedia online:
http://tip.psychology.org/schoen.html.
Schoenfeld, A. (1987). Metacognition. learning and mathematics [Online]. Tersedia: http://mathforum.org/~sarah/Discussion.Sessions/schoenfeld.html.
Schneider, W (2010). Metcognition and memory development in children and adolescence. In H.S. Waters and W. Schneider (Eds). Metacognition, strategi use, and instruction (pp. 85 – 98). New York: The Guilford Press.
Siegel, S. (1985). Statistik nonparametrik untuk ilmu-ilmu sosial, edisi pertama. Jakarta: PT. Gramedia.
Siegler, R.S. & Lin, X (2010). Self explanation promote children’s learning. In Waters, H.S. and Schneider, W. (Eds). Metacognition, strategi use, and instruction (pp. 85 – 98). New York: The Guilford Press.
Stevens, K.C. (1980). The effect of background knowledge on the reading comprehension of ninth graders. Journal of Reading Behavior, 12(2), 151-154.
Subanji. (2015). J-TEQIP. Keterampilan berpikir reflektif guru matematika dalam praktik lesson study. Vol VI (1) hh. 1 – 8
Sudijono. (1999). Pengantar pendekatan statistik pendidikan. Jakarta: PT Raja Grafindo.
Suharna, H. Nusantara, T. Subanji. & Irawati, S. (2013). Berpikir reflektif mahasiswa dalam menyelesaikan masalah matematika. Prosiding KNPM V, Himpunan Matematika Indonesia. hh. 280-291.
Suharna, H. (2012). Berpikir reflektif (reflective thinking) siswa SD berkemampuan matematika tinggi dalam pemahaman masalah pecahan.
Prosiding seminar nasional matematika dan pendidikan matematika FMIPA UNY. ISBN: 978-979-16353-8-7. hh. 377-386.
Suharto, A. (2012). Memahami teori psikologi kognitif Piaget hubungannya dengan perkembangan anak dalam belajar. Jurnal Edukasi. Vol. 7 (1), hh 19
– 38.
Sumarmo, U. (2013). Pembelajaran keterampilan membaca matematika pada siswa sekolah menengah dan calon guru. Dalam D. Suryadi dkk. (Editor).
Kumpulan makalah berpikir dan disposisi matematik serta pembelajarannya. Bandung: Jurusan Pendidikan Matematika FPMIPA UPI.
Sumarmo, U. (2013). Pembelajaran matematika untuk mendukung pelaksanan kurikulum berbasis kompetensi. Dalam D. Suryadi dkk. (Editor).
Kumpulan makalah berpikir dan disposisi matematik serta pembelajarannya. Bandung: Jurusan Pendidikan Matematika FPMIPA UPI.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Wirth & Perkins (2007). Learning to learn. Tersedia:
http://www.macalester.edu/academics/geology/wirth/learning.pdf.
