DAFTAR PUSTAKA
Abrahams, A. (2009). Does Practical Work Really Motivate? A Study Of The Affective Value Of Practical Work In Secondary School Science.
International Journal of Science Education. 31(17): 2335-2353.
Arikunto. (2012). P enelitian Tindakan Kelas. Jakarta: Bumi Aksara.
Atweh B. (2014). Improving Teaching Through Productive Pedagogy. A P aper P resented at the Department of Mathematics Education in the College of
Education Research and Innovation Week. University of South Africa.
(October 4th 2014).
Atweh, B. (2007). The social turn in understanding learning and its implications for facilitating learning: ripples for change. A journey of preservice teacher education reforms in the P hilippines Commission for Higher
Education. Quezon City: Print house.
Bacon, C. (2012). Implementing Social Justice in Maths during the Standard Era.
Rising tide. 5, 1-22.
Bartell, T. G. (2011). Learning To Teach Mathematics F or Social Justice:
Negotiating Social Justice And Mathematical Goals. National Council of
Teachers of Mathematics.
Bature, I, J., Jacson, J, J., Kemi, A., Remkyes, J. Shol., & Sabo, N. (2015). Introducing Productive Pedagogies to Nigerian Mathematics Classroom through Collaborative Action Research Using a Community of Practice Approach. International Journal of Learning, Teaching and Educational
Research: 11(3): 41-58.
Bernstein, B. (1996). P edagogy, Symbolic Control And Identity. Taylor and Francis. Bristol.
Boaler, J. (1997). Setting, Social Class And Survival Of The Fittest. British
Educational Research Journal: 23 (5), 575-595.
Brunken, R., Seufert, T., & Paas, F. (2010). Measuring Cognitive Load. Dalam Plass J. L. Moreno R., & Brünken, R. (eds.). Cognitive Load Theory (hlm. 181 – 202). Cambridge: Cambridge University Press.
BSNP. (2006). Pedoman Pengembanagan Kuriulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.
Burkes, E, M, K. (2007). Applying Cognitive Load Theory to The Design of
Campbell, N, A., Reece, J, B., & Mitchell, L, G. (2004). Biologi Edisi Kelima Jilid 3. Jakarta: Erlangga.
Chipperfield, B. (2004). Cognitive Load Theory and instructional design.
Graduate Student, Educational Communication and technology.
University Of Saskatchewan.
Christine, M. (2009). P edagogi: Strategi dan Teknik Mengajar dengan Berkesan. Bandung: Setia Purna Ives.
Cook, M, P. (2006). Visual Representations In Science Educational: The Influence Of Prior Knowledge And Istructional Design Principles. Science
Education. 90 (6): 1073-1091.
Creswell, J, W. (2007). Designing And Conducting Mixed Method Research. California: Sage Publication.
Dahar, R, W. (1996). Teori-Teori Belajar. Jakarta: Erlangga.
Depdiknas. (2002). P endekatan Kontekstual (Contextual Teaching and Learning). Jakarta: Ditjen Dikdasmen Depdiknas.
Faridah., & Amir, Y.H. (2015). Menjawab Tantangan Guru Masa Depan Melalui Peningkatan Kompetensi Sebagai Agen Pembelajaran. P rosiding Seminar
Nasional 9 Mei 2015. 642-649.
Fields, B, A. (2002). P roductive P edagogies & Discipline: The Challenge of
Aligning Teaching and Behaviour Management. Education Queensland.
Brisbane, Australian.
Firestone, W, A. (1991). Introduction. In J. R. Bliss, W. A. Firestone & C. E. Richard (Eds.), Rethinking Effective Schools: Research and P ractice. Prentice HaIl. New Jersey.
Fleming, M. L., & Levie,W. H. (1993). Instructional Message Design: P rinciples
F rom The Behavioral And Cognitive Sciences. (2nd Ed) Educational
Technology Publications. New York: Englewood Cliffs.
work in secondary school science. International Journal of Science
Education. 32(13):1715-1737.
Hayes, D., Mills, M., Christie P., Lingard, B. (2006). P roductive P edagogies: Teacher, And Schooling Making A Difference: P roductive P edagogies,
Assessments And P erformance. Australia: Allen and Unwin 83 Alexander
Street, Crows Next NSW 2065.
Hindriana, A, F. (2014). P engembangan Model P embelajaran Terintegrasi Tipe Nested Berbasis Kerangka Intruksional Marzano (P eNKIM) Dalam Mengintegrasikan Struktur P ada F ungsi Tumbuhan Untuk Menurunkan
Beban Kognitif Calon Guru Bilogi. (Disertasi). Sekolah Pascasarjana
Universitas Pendidikan Indonesia. Bandung.
Jong, T, D. (2010). Cognitive Load Theory, Educational Research, And Instructional Design: Some Food For Thought. Educational Research:
Springer. 38:105–134.
Joyce, B., Weil, M., & Calhoun, E. (2009). Model Of Teaching: Model-model
P engajaran. Yogyakarta: Pustaka Pelajar.
Kalyuga, S. (2007). Expertise Reversal Effect And Its Implications For Learner-Tailored Instruction. Educational P sychology Review. 19, 509–539.
Kalyuga, S. (2010).Cognitive Load Theory: Recent Theoretical Advances, DalamP lass J. L., Moreno R., & Brünken, R. (eds.), Cognitive Load Theory
(hlm. 48 – 64). Cambridge: Cambridge University Press.
Kalyuga, S. (2011). Informing: A Cognitive Load Perspective. Informing Science:
The International Journal of an Emerging Transdiscipline. 14, 33-45.
Kapitzke., Cushla., Pendergast., Donna. (2005). Virtual Schooling: Productive Pedagogies Or Pedagogical Possibilities?. Teachers College Record. 107 (8): 1626-1651.
Kementerian Pendidikan dan Kebudayaan. (2013). P ermendikbud Nomor 65
Tahun 2013 Tentang Standar P roses. Kemendikbud. Jakarta.
Kementerian Pendidikan dan Kebudayaan. (2013). P ermendikbud Nomor 16 Tahun 2007 Tentang Standar Standar Kualifikasi Akademik dan
Kompetensi Guru. Kemendikbud. Jakarta.
Kohler. (2011). TP ACK (Technological P edagogical Content Knowledge). Arras Word Press.
Lingard, B., Ladwig, J., Mills, M., Bahr, M., Chant, D., Warry, M. (2001). The
Queensland School Reform Longitudinal Study. Education Queensland.
Lingard, B., Hayes, D., & Mills, M. (2003). Teachers And Productive Pedagogies: Contextualising, Conceptualising, Utilising. P edagogy, Culture and Societyi 11 (3): 399 – 424.
Lingard, B. (2007). Pedagogies Of Indifferences. International Journal of Inclusive Education, 11 (3): 245-266.
Lovat., T, J. (2003). The Role of the „Teacher‟ coming of Age?. Australian
Council Deans of Education, Discussion P aper. Australian.
Marzano, R, J., Pickering, D., & Mctighe, J. (1993). Assessing Student Outcomes:
P erformance Assessment Using the Dimentions of Learning Model.
Association for Supervision and Curriculum Development. Alexandria, Virginia USA.
Mayer, R, E & Moreno, R. (2010). Techniques That Reduce Extraneous Cognitive Load and Manage Intrinsic Cognitive Load during Multimedia Learning Dalam Plass J.L., Moreno R., & Brünken, R. (eds.). Cognitive Load
Theory (hlm. 110 – 131), Cambridge: Cambridge University Press.
Millett, S., & Tapper, A. (2012). Benefits Of Collaborative Philosophical Inquiry In Schools. Educational P hilosophy and Theory, 44(5), 546-567.
Moray, N. (1982). Subjective Mental Work Load. Human F actors. 24, 25–40.
Moreno, R., & Park, B. (2010). Cognitive Load Theory. Historical Development
and Relation to Other Theories, Dalam Plass, J, L., Moreno, R., Brunken, R.
(eds). Cognitive Load Theory. Cambridge: Cambridge University Press.
Moreno, R. (2006). When Worked Examples Don‟t Work: Is Cognitive Load Theory At An impasse? Learning and Instruction, 16(2), 170–181.
Motlhabane, A. (2013). The Voice of the Voiceless: Reflections on Science Practical Work in Rural Disadvantaged Schools. Mediterranean Journal
of Social Sciences. E-ISSN 2039-2117 ISSN 2039-9340. Vol 4, No 14:
165-173.
Munandar, R, R. (2015). P engelolaan Beban Kognitif Siswa Sesuai Gaya Belajar Dan Sosial Ekonomi Menggunakan P embelajaran Two Stay Two Stray P ada
Materi Klasifikasi Spermatophyta. (Tesis). Jurusan Pendidikan Biologi
Sekolah Pascasarjana Universitas Pendidikan Indonesia. Bandung.
OECD. (2014). PISA 2012 Results: What Students Know and Can Do – Student Perforance in Mathematics, Reading and Science (Volume I, Revised Edition, February 2014), PISA, OECD Publishing.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive Load Theory: Instructional Implications Of The Interaction Between Information Structures And Cognitive Architecture. Instructional Science. 32 (1), 1–8.
Paas, F. Renkl, A. & Sweller, J. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational P sychologist. 38(1), 1–4.
Paas, F., Tuovinen, J.E., Tabbers, H., & Gerven, P. W. M. V. (2003). Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.
Educational P sychologist. 28 (1): 63-71.
Plass, J.L, Moreno, R., & Brunken, R. (2010). Cognitive Load Theory. Cambridge: Cambridge University Press.
Priansa, D, J. (2014). Kinerja Dan P rofesionalisme Guru. Alfabeta. Bandung.
Rahmat, A., & Hindriana, F, A. (2014). Beban Kognitif Mahasiswa Dalam Pembelajaran Fungsi Terintegrasi Struktur Tumbuhan. Jurnal Ilmu P endidikan, hal: 1-18.
Rahmat, A., Soesilawaty, A., Fachrunnisa, R., Wulandari, S., Suryati, Y., & Rohaeni, H. (2014). Beban Kogniitif Siswa SMA Pada Pembelajaran Biologi Interdisiplin Berbasis Dimensi Belajar. Seminar Nasional
P endidikan Mathematic and Science University P GRI Sema rang, 23
Agustus 2014.
Rahmat, A. (2010). Kajian Terhadap Metode dan Pendekatan Pembelajaran Biologi di SMA: Kesenjangan Dalam Pembelajaran di Kelas. Jurnal
P engajaran MIP A. 15 (1): 25-34.
Ridwan. (2005). Skala P engukuran Variabel-Variabel P enelitian. Bandung: Alfabeta.
Sadulloh, U. (2010). P edagogik (Ilmu Mendidik). Bandung: Alfabeta.
Sahlan, A., & Prastyo, T, A. (2012). Desain P embelajaran Berbasis P endidikan
Karakter. Jogjakarta: Ar-Russ Media.
Sani, R, A. (2014). P embelajaran Saintifik Untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.
Santriana, K. (2014). Beban Kognitif Siswa P ada P embelajaran Sistem Ekskresi
Dengan Visualisasi Materi. Universitas Pendidikan Indonesia. upi.edu
perpustakaan.upi.edu.
Scholl, R., Nichols, K., & Burgh, G., (2014). Transforming Pedagogy Through Philosophical Inquiry. Int. J. of P edagogies & Learning. 9(3), 253-272.
Seufert, T., Janen, J., & Brunken. (2007). The impat of intrinsic cognitive load on effectivenes of graphical help for cohenrence formation. Science direct
computer in huan behaviour. 23, 1055-1071.
Sugiyono. (2011). Metode P enelitian Kuantitatif, Kualitatif dan R & D. Bandung: CV. Alfabeta Bandung.
Sulastri, R., Johar, R., & Munzir, S. (2014). Kemampuan Mahasiswa Program Studi Pendidikan Matematika FKIP UNSYIAH Menyelesaikan Soal PISA Most Difficult Level. Jurnal Didaktik Matematika. 1 (2): 2355-4185.
Sweller, J. (2010). Cognitive Load Theory, Recent Theoritical Advances. Dalam Plass, J, L., Moreno, R., Brunken, R. (eds). Cognitive Load Theory. Cambridge: Cambridge University Press.
Sweller, J. (1998). Cognitive Load During Problem Solving: Effects on Learning.
Journal of Cognitive Science. 12: 257-285.
Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, And Instructional Design. Learning and Instruction. 4, 295–312.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects On Learning.
Cognitive Science. 12, 257–285.
Sweller, J., van Merrie¨nboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive Architecture And Instructional Design. Educational P sychology Review. 10, 251–296.
Tan, O, S. (2003). P roblem Based Learning Innovation: Using P roblems To
P ower Learning In The 21st Century. Singapore: Thomson Learning.
Tanko, M. G. (2012). Teaching practical numeracy through social justice
pedagogy: case study of Abu Dhabi women‟s college (unpublished
Doctoral dissertation). Curtin University. Perth Australia.
Tanko M. G. & Atweh B. (2012). Using Productive Pedagogy to Improve the Teaching and Learning of Practical Numeracy with Adult Learners.
Journal of Education and P ractice. 3 (16): 88-95.
Topping, K. J., & Trickey, S. (2007a). Collaborative philosophical enquiry for school children: Cognitive effects at 10–12 years. British Journal of
Topping, K. J., & Trickey, S. (2007b). Collaborative philosophical inquiry for school children: Cognitive gains at 2-year follow-up. British Journal of
EducationalP sychology. 77 (4), 787-796.
Trickey, S., & Topping, K. J. (2006). Collaborative philosophical enquiry for school children: Socio-emotional effects at 11 to 12 years. School
P sychology International. 27 (5),599-614.
Trickey, S., & Topping, K. J. (2004). 'Philosophy for Children': A systematic review. Research P apers in Education. 19 (3),365-380.
Wotruba, T. & Wright, P. 1975. “How to Develop a Teacher-rating Instrument: A Research Approach”. The Journal of Higher Education. Vol.46, No.6.
Wulf, G., Shea, C.H. (2002). Principles Derived From The Study Of Simple Skills Do Not Generalize To Complex Skills Learning. P sychonomic Bulletin
