T PD 1402839 Bibliography

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Cucun Sutinah, 2016

PENGARUHPEMBELAJARAN IPA BERBASIS ZONE OF PROXIMAL DEVELOPMENT _{PADA MATERI}

DAUR AIR TERHADAP PENGUASAAN KONSEP SISWA

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

97

DAFTAR PUSTAKA

Anderson, L.R. & Krathwohl, D.R. (2010). A taxonomi forlearning, teaching and assessing. A revision of Bloom’staxonomi of educational objective.

Longman.

Amir, T. (2009). Inovasi pendidikan melalui problem based learning. Jakarta: Kencana Prenada Media Group.

Amiripour, P. dkk. (2012). Scaffolding as effective method for mathematical learning. Indian Journal of Science and Techonolgy, 5(9), hlm. 3328-3331.

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education Vol. 9, hlm. 33-52.

Arends. (2007). Learning to teach (Terjemahan). Yogyakarta: Pustaka Pelajar.

Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta.

Arikunto, S. (2010). Manajemen penelitian. Jakarta: Rineka Cipta.

Awbi, dkk. (2015). Scaffolding, the zone of proximal development, and novice programmers. Journal of Applied Computing and Information Technology, 19(1), hlm. 1-5.

Baker, A. dkk. (2015). Scaffolding and dialogic teaching in mathematics education introduction and review. ZDM Mathematics Education: Springer Publishing, 10(47), hlm. 1047-1065.

Bell, A.R. (2005). A portrait of new teacher learning in an induction program: processes contributing to movement through zones of proximal development. University of Northern Colorado: ProQuest Dissertations Publishing.

Bodrova, E. & Leong, D.J. (1996). Tools of the mind. the vygotsky approach to. early chilhood education. New Jersey: Prentice Hall.

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Burns, A. (2014). Calculus students’ understanding of the derivative in relation to

the vertex of a quadratic function. Georgia State University: ProQuest Dissertations Publishing.

Bundu, P.(2006). Penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran sains. Jakarta: Depdiknas.

Cahyono, N.A. (2010). Vygotskian perspective: proses scaffolding untuk mencapai zone of proximal development (zpd) peserta didik dalam pembelajaran matematika. UNY: Seminar Nasional Matematika dan Pendidikan Matematika.

Calik, dkk. (2007). Enhancing pre-service elementary teachers’ conceptual understanding of solution chemistry with conceptual change text. Taiwan: International Journal of Science and Mathematics Education 5.

Chaiklin, S. (2003). The zone of proximal development in vygotsky’s analysis of

learning and instruction. Dalam A. Kozulin, dkk. (Penyunting), Vygotsky’s Educational Theory and Practice in Cultural Context. Cambridge: Cambridge University Press.

Christmas, D., dkk. (2013). Vygotsky’s zone of proximal development theory: what are its implications for mathematical teaching?. Greener Journal of Social Sciences, 3(7), hlm. 371-377.

Creswell, J.W. (2010). Research design: pendekatan kualitatif, kuantitatif, dan mixed. Yogyakarta: Pustaka Pelajar.

Dahar, R.W. (2003). Teori-teori belajar dan pembelajaran. Jakarta: Erlangga.

Davin, K.J. (2011). Group dynamic assessment in an early foreign language learning program: tracking movement through the zone of proximal development. University of Pittsburgh: ProQuest Dissertations Publishing.

Depdiknas. (2006). Permendiknas No. 22 tahun 2006 tentang standar isi. Jakarta: Depdiknas.

Dhunpy, B.C. & Dunphy, S.L. (2003). Assisted performance and the zone of proximal development (zpd); a potential framework for providing surgical education. Australian Journal of Educational & Developmental Psychology, 3(3), hlm. 48-58.

Doolittle, P.E. (1997). Vygotsky’s zone of proximal development as a theoretical

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Engin, M. (2011). Research diary: a tool for scaffolding. International Journal of Qualitative Methods, 10(3), hlm. 296-306.

Eskilsson, O. & Helldèn, G. (2003). A longitudinal study on 10-12-year-olds conceptions of the transformations of matter. Kristianstad University, Department of Mathematics and Natural Sciences: Chemistry Education Research and Practice, 4(3), hlm. 291-304.

Fani, T. & Ghaemi, F. (2011). Implications of vygotsky’s zone of proximal

development(zpd) in teacher education: zptd and self-scaffolding.Procedia - Social and Behavioral Sciences. International Conference on Education and Educational Psychology.

Fernandez, M. dkk. (2001). Re-conceptualizing “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36(2).

Ferrara, E. (2011). The effect of special education student participation and engagement in mathematics on student achievement. Walden University: ProQuest Dissertations Publishing.

Finkelstein, A. (2010). Science is golden: a problem-solving approach to doing science with children. Hongkong: Michigan State University Press.

Gusriana, dkk. (2014). Pengaruh sikap ilmiah siswa terhadap penguasaan konsep menggunakan inkuiri terbimbing. Jurnal Pendidikan Fisika Unila, 5(8),

hlm. 95-106.

Hailikari, T. (2009). Assesing university students’ prior knowledge. Implication

for theory and practice. Finland: Helsinki University Print.

Hanifah, dkk. (2016). The development of problem based learning to improve the

students’metacognition. Jurnal Cakrawala Pendidikan, 35(1).

Harlen, W. & Qualter, A. (2004). The teaching of science in primary schools. fourth edition. London: David Fulton Publisher.

Hasan, M. I. (2002). Pokok-pokok materi metodologi penelitian dan aplikasinya. Bogor: Ghalia Indonesia.

Hedeegard, M. (2003). An introduction to vygotsky. London: Routledge.

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Hung, D.W.L. (2001). Learning through video-based narratives within the cultural zone of proximal development. International Journal of Instruction Media, 28(4), hlm. 415-430.

Ibrahim, M. & Nur, M. (2000). Pengajaran berdasarkan masalah. Surabaya: Universitas Negeri Surabaya.

Ipek, H. (2009). Comparing and contrasting first and second language acquisition: implications for language teachers. CCSE English Language Teaching Journals, 2(2), hlm. 155-163.

Jacobsen, dkk. (2009). Method for teaching. Yogyakarta: Pustaka Pelajar.

Kermani, H. & Brenner, M. E. (2010). Maternal scaffolding in the child’s zone of

proximal development across tasks: cross-cultural perspectives. Journal of Research in Childhood Education: ProQuest Professional Education, 15(1), hlm. 30-52.

Khusniati, M. (2014). Model pembelajaran sains berbasis kearifan lokal dalam menumbuhkan karakter konservasi. Indonesian Journal of Conservation, 3(1), hlm. 67-74.

Lecusay, R. (2014). Building zones of proximal development with computer games in a uc links after-school program. International Journal for Research on Extended Education, 2(2), hlm. 13-26.

Levikh, M.G. (2008). The affective establihment and maintenance of vygotky’s

zone of proximal development. Educational Theory: Proquest Publishing, 58(1), hlm. 83-101.

Lui, A. (2012). Teaching in the zone an introduction to working within the zone of proximal development (zpd) to drive effective early childhood instruction.

Children’s Progress.

Lyons, B.G. (1984). Defining a child's zone of proximal development: evaluation process for treatment planning. The American Journal of Occupational Theory, 38(7), hlm. 446-451.

Maknun, J. (2015). The implementation of generative learning model on physics lesson to increase mastery concepts and generic science skills of vocational students. American Journal of Educational Research, 3(6), hlm. 742-748.

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McNeill, K.L., dkk. (2004). Supporting students’ construction of scientific

explanations using scaffolded curriculum materials and assessments. San Diego: American Educational Research Association.

Mc.Millan, J.H. & Schumacher, S. (2000). Research in education: a conceptual introduction. (Penelitian dalam pendidikan: pengantar konsep). New York & London: Longman.

Moleong, L. J. (2010). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.

Muslichah, Asy’ari. (2006). Penerapan pendekatan sains teknologi masyarakat dalam pembelajaran sains di sd. Jakarta: Depdiknas.

National Research Council. (2004). How people learn: bridging research and practice. Washington, DC: National Academy Press.

Ozkan, G. & Selcuk, G.Z. (2015). Effect of technology enhanced conceptual

change texts on students’ understanding of buoyant force. Universal Journal of Educational Research, 13(12), hlm. 981-988.

PIRLS. (2011). International report: performance at the pirls 2011. International Benchmarks TIMMS & PIRL Report International Studi Center (IEA): Lynch School Boston College.

Prabowo, E. (2012). Populasi dan sampel. Jakarta: Gramedia Putaka Utama.

Prima & Kaniawati. (2011). Penerapan model pembelajaran problem based learning dengan pendekatan inkuiri untuk meningkatkan keterampilan proses sains dan penguasaan konsep elastisitas pada siswa sma. Jurnal Pengajaran MIPA, 16(1), hlm. 179-184.

Priyatno. (2011). Analisis statistik data. Yogyakarta: Gava Media.

Putra, R.A., dkk. (2014). The analysis of concepts mastery and critical thinking skills on invertebrate zoology course. International Journal of Science and Research (IJSR), 3(3), hlm. 498-502.

Putra, R.A. & Sudargo, F. (2014). The effect of program laboratory inquiry practicum based (ppzi-bil) to mastering invertebrate zoology concept.

Journal of Education and Practice, 5(36), hlm. 121-125.

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Purwanto. (2010). Metodologi penelitian kuantitatif untuk psikologi dan pendidikan.Yogyakarta: Pustaka Pelajar.

Rezaee, A.A., & Azizi, A. (2012). The role of zone of proximal development in

the students’ learning of english adverbs. Journal of Language Teaching and Research, 3(2), hlm. 51-57.

Riyanto, Y. (2010). Paradigma baru pembelajaran (sebagai referensi bagi pendidikan dalam implementasi pembelajaran yang efektif). Jakarta: Kencana Prenada Media Group.

Rusman. (2010). Model-model pembelajaran mengembangkan profesionalisme guru. Jakarta: Rajawali Press.

Rustaman. (2005). Pengembangan konsep. Bandung: Remaja Rosdakarya.

Samatowa, U. (2010). Pembelajaran ipa sd. Jakarta: Indeks.

Santrock, J. W. (2009). Educational psychology (4th Ed). NewYork: McGraw-Hill companies.

Shabani, dkk. (2010). Vygotsky's zone of proximal development: instructional implications and teachers' professional development. English Language Teaching: ProQuest Publishing.

Shaman, S. (2014). Scaffolding: re-framing the construct in its original context.

Journal of ELT and Applied Linguistics (JELTAL), 2(1), hlm. 132-139.

Sidek, H.M. (2011). Zpd, scaffolding, and syntax development. International Journal of Humanities and Social Science, 1(6), hlm. 163-176.

Siyepu, S. (2013). The zone of proximal development in the learning ofmathematics. South African Journal of Education,33(2), hlm. 1-13.

Slavin, R.E. (1994). Educational psychology theori into practices fourt edition. Boston: Allyn and Bacon Publishers.

Smagorinsky, P. (1995). The social construction of data: methodological problems of investigating learning in the zone of proximal development. Review of Educational Research, 65(3), hlm. 191-212.

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Solovieva, Y. & Quintanar, L. (2015). The role of zone of proximate development in interactive assessment of intellectual development. British Journal of Education, Society &Behavioural Science, 14(1), hlm. 1-11.

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Sulistyanto, H., dkk. (2008). Ilmu pengetahuan alam. Jakarta: Pusat Perbukuan Depdiknas.

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Sulistyorini, S. (2007). Model pembelajaran ipa sekolah dasar dan penerapannya dalam ktsp. Semarang: Tiara Wacana.

Syafi’i, dkk. (2011). Kemampuan berpikir kreatif dan penguasaan konsep siswa melalui model problem based learning (pbl) dalam pembelajaran biologi kelas XI IPA SMAN 2 pekanbaru tahun ajaran 2010/2011. Jurnal Biogenesis, 8(1).

Tappan, M.B. 1998. Moral education in the zone of proximal development.

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Teaching & Learning Research Program (TLRP). (2006). Science education in schools issues, evidence and proposals. The Association for Science Education.

Thomson, I. (2013). The mediation of learning in the zone of proximal development through a co-constructed writing activity. Research in the Teaching of English, 47(3), hlm. 247-276.

Toharudin, U., dkk. (2011). Membangun literasi sains peserta didik. Bandung: Humaniora.

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Veeramuthu, A., dkk. (2011). The effect of scaffolding technique in journal writing among the second language learners. Journal of Language Teaching and Research, 2(4), hlm. 934-940..

Vosniadou, S. & Skopeliti, I. (2014). Conceptual change from the framework theory side of the fence. SpringerPublishing, 23(7).

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Walqui, A. (2006). Scaffolding instruction for english language learners: a conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), hlm. 159-180.

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approach on secondary school students’ physics achievement. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), hlm. 293-302.

Wilson, K. & Devereuk, L. (2014). Scaffolding theory: high challenge, high support in academic language and learning (all) contexts. Journal of Academic Language & Learning, 8(3), hlm. 91-100.

Yulianti. (2010). Penerapan model poe (predict-observe-explain) untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa pada sub konsep pencemaran air. (Tesis). Bandung: SekolahPascasarjana, UniversitasPendidikan Indonesia.

Zeuli, J.S. (1986). The use of zone of proximal development in everyday and school contexts: a vygotskian critique. The Institute for Research on Teaching 252 Erickson Hall Michigan State University, Michigan.

Zuckerman, G. (2007). Child–adult interaction that creates a zone of proximal development. Journal of Russian and East European Psychology, 45(3),