DAFTAR PUSTAKA
Ainsworth, S. (1999). The function of multiple representations. Computer &
Education, 33. pp. 131-152.
Aminudin, D. (2013). Profil konsistensi representasi dan konsistensi ilmiah siswa
SMP pada konsep gerak. Skripsi S1. Tidak dipublikasikan. Jurusan
Pendidikan Fisika, Universitas Pendidikan Indonesia.
Ahmad, A. (2014). Penerapan model pembelajaran generatif berbantuan simulasi
komputer untuk mereduksi kuantitas siswa yang miskonsepsi dan meningkatkan keterampilan berpikir kritis siswa pada materi teori kinetik gas. Tesis S2. Tidak dipublikasikan. Universitas Pendidikan Indonesia.
Anderson, L.W. dan Krathwohl, D.R. (2001). A taxonomy for learning, teaching,
and assessing. New York: Longman.
Arikunto, S. (2013). Prosedur penelitian: suatu pendekatan praktek. Jakarta: Rineka Cipta.
Arikunto, S. (2011). Dasar-dasar evaluasi pendidikan (edisi kedua). Jakarta: Bumi Aksara.
Arons, A. B. (1983). Student patterns of thinking and reasoning Part One. Physc.
Teach. 21. pp. 576-581.
Aubrecht II, G. J. dan Aubrecht, J. D. (1983). Constructing objective tests. Am. J.
Phys. 51(7). pp. 613-620.
Bao, L. 2006. Theoritical comparison of average normalized gain calculations.
Am. J. Phys. 74 (10).pp. 917-922.
Beall, H. (1994). Probing student misconceptions in thermodynamics with in-class writing. J. Chem. Edu. 71(12). pp.1056–1057.
Caleon, I. dan Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students‘ understanding of waves. Int. J. Sci. Edu. 32(7). pp. 939–961.
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. 121-152.
dissertations, Department of Physics, Iowa State University, (unpublished).
Christensen, W. M., Meltzer, D. E. dan Ogilvie, C. A. (2009). Student ideas regarding entropy and the second law of thermodynamics in an introductory physics course. Am. J. Phys. 77(10). pp. 907-917.
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students‘ preconceptions in physics. Journal of Research in Science
Teaching 30 (10). pp. 1241-1257.
Cochran, M. J. dan Heron, P. R. L. (2006). Development and assessment of research-based tutorials on heat engines and the second law of thermodynamics. Am. J. Phys. 74(8). pp. 734-741.
Coletta, V. P. dan Phillips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. Am. J. Phys. 73(12). pp. 1172-1182.
Coletta, V. P., Phillips, J. A. dan Steinert, J. J. (2007). Why you should measure your students‘ reasoning ability. Physc. Teach. 45. pp. 235-238.
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. Darmadi, I. W. (2005). Meminimalisir miskonsepsi mahasiswa dalam mata kuliah
Fisika Dasar I melalui penggunaan Peta Konsep dan Peta Vee. Tidak
Diterbitkan. Lembaga Penelitian Universitas Tadulako.
Dufresne, R. J., Gerace, W. J. dan Leonard, W. J. (1997). Solving physics problems with multiple representations. Phys. Teach. 35. pp. 270-275. Elby, A. (1999). Another reason that physics students learn by rote. Am. J. Phys.
67 (7), pp. S52-S57.
Eriylmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of Bachelor and graduate students. Egitim
Arastilmalari – Eurasian Journal of Educational Research. 40. pp. 53-76.
Eriylmaz, A. dan Sürmeli, E. (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konularındaki kavram yanılgılarının ölçülmesi. [Assessment of students‘ misconceptions about heat and temperature by means of three-tier questions]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi.
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.
Fuchs, H. U. (1987). Entropy in the teaching of introductory thermodynamics. Am. J. Phys. 55(3). pp. 215-219.
Gautreau, R. dan Novemsky, L. (1997). Concepts first — A small group approach to physics learning. Am. J. Phys. 65(5). pp. 418 – 428.
Goldin, G. A. (1998). Representational systems, learning, and problem solving in mathematics. Journal of Mathematical Behaviour. 17(2). pp. 137-165. Goldring, H. dan Osborne, J. (1994). Students‘ difficulties with energy and related
concepts. Phys. Educ. 29. pp. 26–31.
Granville, M. F. (1985). Student misconceptions in thermodynamics. J. Chem.
Educ. 62(10). pp. 847-848.
Gusrial. (2009). Penggunaan media simulasi virtual pada pembelajaran dengan
pendekatan konseptual interaktif untuk meningkatkan pemahaman konsep dan meminimalkan kuantitas miskonsepsi pada materi kalor. Tesis S2.
Tidak diterbitkan. Universitas Pendidikan Indonesia.
Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys. 66 (1).pp.64-74.
Hammer, D. (1996a). Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions?. J. Learn. Sci. 5(2). pp. 97-127.
Hammer, D. (1996b). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. Am. J. Phys. 64(10). Pp. 1316-1325.
Hasan, S., Bagayoko, D., dan Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Phys. Educ. 35(5). pp. 294-299.
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 http:// modeling.asu.edu./r&e/ModelingMeth-jul98.pdf
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. 502-506.
Hudson dan McIntire, W.R. (1977). Correlation between methematical skills and success in physics. Am. J. Phys. 45 (5). Pp. 470-471.
Jiménez, J. dan Perales, J. (2001). Graphic representation of force in secondary education: analysis and alternative educational proposals. Phys. Educ. 36.
pp. 28-34.
Johnstone, A. H., Macdonald, J. J. dan Webb,G. (1977). Misconceptions in school thermodynamics. Physc. Teach.12. pp. 248-251.
Kaltakçi, D. dan Didiş, N. (2007). Identification of pre-service physics teachers' misconceptions on gravity concept: A study with a 3-tier misconception test. CP899, Sixth International Conference of the Balkan Physical Union, edited by S. A. Cetin and I. Hikmet. American Institute of Physics. pp. 499-500.
Kautz, C. H. dkk. (2005). Student understanding of the ideal gas law, Part I: A macroscopic perspective. Am. J. Phys. 73 (11). pp. 1055-1063.
Kozma, R. & Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. Gilbert (Ed.), Visualization in science
education. pp. 121–146. London: Kluwer.
Lasry, N., Finkelstein, N., Mazur, E. (2009). Are most people too dumb for physics?. Physc. Teach. 47, pp. 418-422.
Lawson, A. E. (1978). The development and validation of classroom test of formal reasoning. J. Res. Sci. Teach. 15(1). pp. 11-24.
Lawson, A. E. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. J. Res. Sci. Teach. 25(9). pp. 733-746. Lawson, A. E. (1995). Science teaching and development of thinking. United
Stated of America: Wadsworth.
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.1165–1182.
Leinonen, R., Asikinen, M.A., dan Hirvonen, P. E. (2013). Overcoming students‘ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course. Phys. Rev. ST Phys. Educ. Res. 9,
Lising, L. dan Elby, A. (2005). The impact of epistemology on learning: A case study from introductory physics. Am. J. Phys. 73 (4). Pp. 372-382.
Loverude, M. E. (1999). Investigation of student understanding of hydrostatics
and thermal physics and of the underlying concept from mechanics. Ph.D.
dissertations, Department of Physics, University of Washington, (unpublished).
Loverude, M. E., Kautz, C. H. dan Heron, P. R. L. (2002). Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas. Am. J. Phys. 70(2). pp. 137-148.
Lusdiana. (2006). Pengungkapan miskonsepsi mahasiswa Fisika FKIP UNTAD
menggunakan Force Concept Inventory and Certainty Responses Index.
Skripsi S1. Tidak Diterbitkan. Universitas Tadulako.
McDermott, L. C. (1984). Research on conceptual understanding in mechanics.
Physc. Today 37(7). pp. 24-32.
McDermott. L. C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers. Am. J.
Phys. 58 (8). pp. 734-742.
McDermott. L. C. (2001). Oersted Medal Lecture 2001: ―Physics Education Research — The key to student learning‖. Am. J. Phys. 69 (11). pp. 1127-1137.
McDermott, L. C., Shaffer, P. S. PER. (2002). ―Tutorial in Introductory Physics‖. New Jersey: Prentice-Hall Inc.
McDermott, L. C., Shaffer, P. S. PER. (2002). ―Tutorial in Introductory Physics,
Homework‖. New Jersey: Prentice-Hall Inc.
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. 1259-1268.
Meltzer, D. E. dan Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. Am. J. Phys. 70(6). pp. 639-654.
Meltzer, D. E. (2004). Investigation of students‘ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course. Am. J. Phys. 72(11). Pp. 1432-1446.
Meltzer, D. E. (2005). Relation between students‘ problem-solving performance and representational format. Am. J. Phys. 73 (5), pp. 463-478.
Mestre, J. P. (1991). Learning and instruction in precollege physical science.
Phys. Today 44(9). pp. 56-62.
Mildenhall, P. & Williams, J. (2001). Instability in students‘ use of intuitive and Newtonian models to predict motion: the critical effect of parameters involved. Int. J. Sci. Educ., 23, pp: 643-660.
Moore, J. dan Rubbo, L. (2012). Scientific reasoning abilities of nonscience majors in physics-based courses. Phys. Rev. ST Phys. Educ. Res. 8, 010106.
Mursalin. (2013). Model remediasi miskonsepsi materi rangkaian listrik dengan pendekatan simulasi PhET. Jurnal Pendidikan Fisika Indonesia. 9.pp. 1-7. Murtono. dkk. (2014). Profil konsistensi representasi dan konsistensi ilmiah
mahasiswa calon guru fisika pada konsep gerak, hukum newton, usaha dan energi. Jurnal Inovasi Pembelajaran Fisika.1 (2), hlm: 96-95.
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). 020109 (12).
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). 010123 (10).
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.
Oktavianty, E. (2012). Penerapan model pembelajaran inkuiri dengan
pendekatan multiple representasi pada topik fluida statis untuk meningkatkan kemampuan kognitif dan keterampilan berpikir kritis. Tesis
S2. Tidak diterbitkan. Universitas Pendidikan Indonesia.
Oktifiyanti. (2012). Penerapan multi representasi pada pembelajaran CTL untuk
meningkatkan pemahaman konsep dan kemampuan menjelaskan fenomena fisis. Tesis S2. Tidak diterbitkan. Universitas Pendidikan Indonesia.
kaitannya dengan fenomena fisis materi listrik statis. Tesis S2. Tidak
diterbitkan. Universitas Pendidikan Indonesia.
Pesman, H. dan Eriylmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. J. Educ. Res. 103. pp. 208– 222.
Popham, W. J. (2006). Assessment for educational leaders. United Stated of America: Pearson Education.
Posner, G. J., dkk. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Sci. Ed. 66(2). pp. 211-227.
Radonavonić dan Sliŝko, 2013. Applying a predict-observe-explain sequence in teaching of buoyant force. Phys. Educ. 48(1). pp. 28-34.
Redish, E. F. dan Steinberg. R. N. (1999). Teaching Physics: Figuring out what Works. Phys. Today 52(1). pp. 24-30.
Redish, E. F. (1994). Implication of cognitive studies for teaching physics. Am. J.
Phys. 62 (9), pp. 796-803.
Renner, J. W. dan Lawson, A. E. (1973). Promoting intellectual development through science teaching. Physc. Teach. 11. pp. 273-276.
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. 149-152.
Rozier, S. dan Viennot, L. (1991). Students‘ reasoning in thermodynamics. Int. J.
Sci. Educ. 13(2). pp. 159-170.
Rusdiana, D., Tayubi, Y. R. (2003). Peningkatan pemahaman konsep fisika
melalui pendekatan pembelajaran konseptual interaktif. Laporan
penelitian. Tidak diterbitkan. Jurusan Pendidikan Fisika, Universitas Pendidikan Indonesia.
Savinainen et al, 2005. Using a Bridging Representation and Social Interactions to Foster Conceptual Change: Designing and Evaluating an Instructional Sequence for Newton‘s Third Law. Sci Ed 89.pp. 175–195.
Savinainen, A. dan Scott, P. (2002). Using the Force Concept Inventory to monitor student learning and to plan teaching. Phys. Educ. 37(1). pp. 53-58.
Savinainen, A. dan Viiri, J. (2004). A case study evaluating students' representational coherence of Newton's first and second 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 http://kotisivu.dnainternet.net/savant/representations_perc_2003.pdf Savinainen, A. dan Viiri, J. (2008). The Force Concept Inventory as a measure of
students‘ conceptual coherence. Int. J. Sci. Math. Educ., 6, pp: 719-740. Steinberg, R. dan Sabella, M. (1997). Performance on multiple-choice diagnostics
and complementary exam problems. Phys, Teac., 35, pp: 150-155.
Sözbilir, M. dan Bennett, J. M. (2007). A study of Turkish chemistry undergraduates understandings of entropy. J. Chem. Educ. 84(7). pp.1204-1208.
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.75-82. Suhandi, A. dan Wibowo, F. C. (2012). Pendekatan multirepresentasi dalam pembelajaran usaha-energi dan dampak terhadap pemahaman konsep mahasiswa. Jurnal Pendidikan Fisika Indonesia. 8. pp. 1-7.
Suhandi, A., dkk. (2008). Efektivitas penggunaan media simulasi virtual pada
pendekatan pembelajaran konseptual interaktif dalam meningkatkan pemahaman konsep dan meminimalkan miskonsepsi. Laporan penelitian.
Tidak diterbitkan. Jurusan Pendidikan Fisika, Universitas Pendidikan Indonesia.
Tayubi, Y. R., Feranie, S. (2004). Model pembelajaran yang memadukan
pendekatan konseptual interaktif dan strategi problem solving untuk perkuliahan Fisika Dasar II. Laporan penelitian. Tidak diterbitkan.
Jurusan Pendidikan Fisika, Universitas Pendidikan Indonesia.
Taufiq, M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep gaya melalui penerapan model siklus belajar (learning cycle) 5E.
Jurnal Pendidikan IPA Indonesia. 1(2). pp. 198-203.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students‘ misconceptions in science. Int. J. Sci. Educ. 10(2). pp. 159-169. Ulfarina, L. (2010). Penggunaan pendekatan multi representasi pada
memperkecil kuantitas miskonsepsi siswa SMP. Tesis S2 Tidak
Diterbitkan. Universitas Pendidikan Indonesia.
Van Heuvelen, A. (1991a). Learning to think like a physicist: A review of research-based instructional strategies. Am. J. Phys. 59(10). pp. 891-897. Van Heuvelen, A. (1991b). Overview, Case Study Physics. Am. J. Phys. 59(10).
pp. 898-907.
Van Heuvelen, A. (2001). Millikan Lecture 1999: The Workplace, Student Minds, and Physics Learning Systems. Am. J. Phys. 69(11). pp. 1139-1146.
Van Heuvelen, A. dan Zou, X. (2001). Multiple representations of work–energy processes. Am. J. Phys. 69(2). pp. 184-194.
Van Roon, P. H., Van Sprang, H. F., dan Verdonk, A. H. (1994). ‗Work‘ and ‗Heat‘: on a road towards thermodynamics. Int. J. Sci. Educ. 16(2). pp. 131-144.
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.165–189.
Walker, J., Halliday, D. dan Resnick, R. (2014). Fundamental of physics 10th
extended edition. United Stated of America: John Wiley & Sons, Inc.
Wattanakasiwich, dkk. (2013). Development and Implementation of a conceptual survey in thermodynamics. Int. J. Inov. Sci. Math. Ed. 21(1 ). pp. 29-53. Walpole, R. E. (1990). Pengantar statistika edisi ke-3. Jakarta: Gramedia.
White, R., & Gunstone, R. (1992). Probing understanding. London: The Falmer Press
Wong, D. dkk. (2011). Learning with multiple representations: an example of a revision lesson in mechanic. Physc. Educ. 46(2). pp. 178-186.
Yeo, S. dan Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students' understanding. Physc. Teach. 39. pp. 496-504.
