DAFTAR PUSTAKA
Al-Hassan, R. (2005). The effects of assigned achievement goals, self-monitoring, interest in the subject matter, and goal orientations on students’ computer skill achievement, use of learning strategies, and computer self-efficacy beliefs. Dissertation Abstracts International Section A: Humanities and Social Sciences. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc4& NEWS=N&AN=2005-99001-069
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84(2), 191–215.
https://doi.org/10.1037/0033-295x.84.2.191
Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45(2), 464–469. https://doi.org/10.1037/0022-3514.45.2.464
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall series in social learning theory. (Vol. xiii). https://doi.org/10.2307/2071177
Bandura, A. (1991a). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
Bandura, A. (1991b). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.
Bandura, A. (1994). Self-Efficacy. In V.S. Ramachaudran (Ed.). In
Encyclopedia of Human Behavior (Vol. 4, pp. 71–81). Retrieved from https://www.uky.edu/~eushe2/Bandura/BanEncy.html
Bandura, A. (1997a). Self-efficacy. Harvard Mental Health Letter, 13(9), 4. https://doi.org/Article
Bandura, A. (1997b). Self-efficacy: The exercise of control. New York Freeman, 604. https://doi.org/10.5860/CHOICE.35-1826
Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258–269. https://doi.org/10.1037/0022-3514.76.2.258
Bandura, a, Barbaranelli, C., Caprara, G. V, & Pastorelli, C. (2008). Self-efficacy: The Exercise of Control. Child Development, 72, 187–206. https://doi.org/10.1002/9780470479216.corpsy0836
Blakey, E., & Spence, S. (2013). Developing Metacognition. Education.com Inc, 1. https://doi.org/ED327218
Bong, M. (2004). Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs. The Journal of
Educational Research, 97(6), 287–298.
https://doi.org/10.3200/JOER.97.6.287-298
Bosson, M. S., Hessels, M. G. P., Hessels-Schlatter, C., Berger, J. L., Kipfer, N. M., & Büchel, F. P. (2010). Strategy acquisition by children with general learning difficulties through metacognitive training. Australian Journal of
Learning Difficulties, 15(1), 13–34.
https://doi.org/10.1080/19404150903524523
Bowers, H., Lemberger, M. E., Jones, M. H., Rogers, J. E., Bowers, H., Lemberger, M. E., … Rogers, J. E. (2015). The Journal for Specialists in Group Work The Influence of Repeated Exposure to the Student Success Skills Program on Middle School Students ’ Feelings of Connectedness , Behavioral and Metacognitive Skills , and Reading Achievement,
3922(April 2016). https://doi.org/10.1080/01933922.2015.1090511
Chang, M.-M. (2005). Applying Self-Regulated Learning Strategies in a Web-Based Instruction—An Investigation of Motivation Perception. Computer
Assisted Language Learning, 18(3), 217–230.
Cobb, R. (2003). The Relationship Between self regulated learning behaviours and academic performance in web based course. The faculty of Virginia polytechnic institute and state university: Dissertation
De Senología, R., Mamaria, P., Tresserra, F., Angeles, M., Lanao, M., & Soler, M. T. (2016). Manejo de las muestras para test inmunohistoquímicos, moleculares y genéticos en el cáncer de mama. Rev Senol Patol Mamar,
29(1), 26–31. https://doi.org/10.1016/j.senol.2015.11.004
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?. A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003 Fauzi, K & Sabandar, J. (2013). “Pendekatan Metakognitif Dalam
Pengkonstruksian Kemandirian Belajar dan Kebiasaan Berpikir Matematis Siswa”. [Online] diakses dari http://digilib.unimed.ac.id.tanggal 10 April 2016.
Flavell, J. (1976). Metacognitive aspects of problem solving. In The nature of intelligence (pp. 231–235).
Flavell, J. H. (1979a). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Development Inquiry. American Psychologist, 34(10), 906– 911. https://doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1979b). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry, 34(10), 906–911.
Flavell, J. H., Shipstead, S. G., & Croft, K. (1980). What young children think you see when their eyes are closed. Cognition, 8(4), 369–387. https://doi.org/10.1016/0010-0277(80)90001-3
Fritea, I., & Fritea, R. (2013). Can Motivational Regulation Counteract the Effects of Boredom on Academic Achievement? Procedia - Social and
Behavioral Sciences, 78, 135–139.
https://doi.org/10.1016/j.sbspro.2013.04.266
metacognitive skills. American Journal of Pharmaceutical Education,
71(1). https://doi.org/10.5688/aj710114
Griffith, P. L., & Ruan, J. (2005). What Is Metacognition and What Should Be Its Role in Literacy Instruction? In Metacognition in literacy learning: Theory, assessment, instruction, and professional development. (pp. 3–18). https://doi.org/10.4324/9781410613301
Gulistan Yunlu, D., & Clapp-Smith, R. (2014). Metacognition, cultural psychological capital and motivational cultural intelligence. Cross Cultural Management: An International Journal, 21(4), 386–399. https://doi.org/10.1108/CCM-07-2012-0055
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta‐ analyses relating to achievement. Educational Psychology, 29(7), 867–869. https://doi.org/10.1080/01443410903415150
Huitt, W., & Hummel, J. (2003). Piaget’s Theory of Cognitive Development.
Educational Psychology Interactive.
https://doi.org/10.4135/9781412963848
Kahraman, N., & Sungur, S. (2012). Antecedents and Consequences of Middle School Students’ Achievement Goals in Science. Asia-Pacific Education Researcher (De La Salle University Manila), 21(3), 535–551. https://doi.org/10.1007/s40299-012-0024-2
Kementerian Pendidikan Nasional (online). Tersedia : http:// www.google.co.id/url Livingston, J. A. (1997). Metacognition : An
Overview.[online]. Tersedia:
http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm.[21 januari 2015]. KBBI. (2014). Kamus Besar Bahasa Indonesia (KBBI) Online - definisi kata.
Potensi. Retrieved from http://kbbi.web.id/
Krathwohl, D. R., Anderson, L. W., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2002). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives,(Abridged Edition). New York Longman, Complete e(4), 302.
https://doi.org/10.1207/s15430421tip4104_2
Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students’ approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30(2), 135–150. https://doi.org/10.1080/07294360.2010.501329
Livingston, J. a. (1997). Metacognition: an overview. Psychology, 13, 259–266. https://doi.org/10.1080/0950069032000119401
Mahandi & Subramanlam. (2013). The Role Of Metacognitive Self Regulated Learning Strategy In Enhancing Language Performance: A Theoritical And Empirical Review.Journal Of Asian Scientific Research, 3,570-577
Matlin, M. W. (1998). Cognition. Cognition. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc3& NEWS=N&AN=1997-09176-000
Matsumoto, D. (2007). Culture, context, and behavior. Journal of Personality,
75(6), 1285–1320. https://doi.org/10.1111/j.1467-6494.2007.00476.x Montalvo, F. T., & Torres, M. C. G. (2004). Self-Regulated Learning : Current
and Future Directions. Electronic Journal of Research in Educational Psychology, 1, 1–34.
Nurdin. (2007). Model pembelajaran matematika yang menumbuhkan kemampuan metakognitif untuk menguasai bahan ajar. Disertasi. Surabaya: Program pascasarjana Universitas Negeri Surabaya. Tidak diterbitkan
Ormrod, J. (2006). Educational psychology: Developing learners. Educational psychology: Developing learners.
Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. (2013). No Title, 2011. Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated
Learning. In Handbook of Self-Regulation (pp. 451–502). https://doi.org/10.1016/B978-012109890-2/50043-3
Human Development. Undp. https://doi.org/ISBN: 978-92-1-126398-5 Saido, G. A. M., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2015). Teaching
Strategies for Promoting Higher Order Thinking Skills: A Case of Secondary Science Teachers. Malaysian Online Journal Of Educationla Management (MOJEM), 3(4), 16–30.
Santrock, J. W. (2006). Human adjustment. Human Adjustment. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc5& NEWS=N&AN=2005-12494-000
Schraw, G. (1998). Promoting general metacogntive awareness. Instructional Science, 26, 113–125. https://doi.org/10.1023/A:1003044231033
Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness.
Contemporary Educational Psychology.
https://doi.org/10.1006/ceps.1994.1033
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307 Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory
competence. Educational Psychologist, 32, 195–208. https://doi.org/10.1207/s15326985ep3204_1
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence Social Origins of Self-Regulatory Competence. Educational
Psychologist, 32:4(December 2013), 195–208.
https://doi.org/10.1207/s15326985ep3204
Spitzer, T. M. (2000a). Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students. NASPA Journal, 38(1), 82– 99. https://doi.org/10.2202/1949-6605.1130
Spitzer, T. M. (2000b). Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students. NASPA Journal, 38(1), 82– 99. https://doi.org/10.2202/1949-6605.1130
Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif Dan R&D.
Trommsdorff, G., & Friedlmeier, W. (2010). Preschool girls’ distress and mothers’ sensitivity in Japan and Germany. European Journal of
Developmental Psychology, 7(3), 350–370.
https://doi.org/10.1080/17405620802252742
van Opstal, M. T., & Daubenmire, P. L. (2015). Extending Students’ Practice of Metacognitive Regulation Skills with the Science Writing Heuristic.
International Journal of Science Education, 37(7), 1089–1112. https://doi.org/10.1080/09500693.2015.1019385
Vancouver, J. B., Thompson, C. M., & Williams, A. A. (2001). The changing signs in the relationships among self-efficacy, personal goals, and performance. Journal of Applied Psychology, 86(4), 605–620. https://doi.org/10.1037//0021-9010.86.4.605
Winne, P. H., & Perry, N. E. (2000). Measuring Self-Regulated Learning. In
Handbook of Self-Regulation (pp. 531–566). https://doi.org/10.1016/B978-012109890-2/50045-7
Yerdelen-Damar, S., & Peşman, H. (2013). Relations of gender and socioeconomic status to physics through metacognition and self-efficacy.
Journal of Educational Research, 106(4), 280–289. https://doi.org/10.1080/00220671.2012.692729
Zailani, M. A., & Dahlan, H. B. A. M. (2005). Kesedaran Metakognitif Membaca dan Pencapaian Akademik Mata Pelajaran Bahasa. Jurnal
Pendidikan, (1994), 57–63. Retrieved from
http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:KESED ARAN+METAKOGNITIF+MEMBACA+DAN+PENC+APAIAN+AKA DEMIK+MATA+PELAJARAN+BAHASA#0
Zhang, D., & Goh, C. C. M. (2006). Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness of Listening and Speaking Strategies. Language Awareness, 15(3), 199–119. https://doi.org/10.2167/la342.0
An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501
