S KIM 1003122 Bibliography

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TES DIAGNOSTIK TWO-TIER UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA KELAS X PADA MATERI BILANGAN KUANTUM DAN KONFIGURASI ELEKTRON

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

Adams, W. K & Wieman, C. E. (2010). Development and validation of instruments to measure learning of expert-Like thinking. International Journal of Science Education, 33(9), 1-24.

Ad’hiya, E. (2014). Pengembangan tes diagnostik two-tier pilihan ganda untuk mengidentifikasi miskonsepsi siswa pada materi geometri molekul berdasarkan teori VSEPR. (Skripsi). Jurusan Pendidikan Kimia, Universitas Pendidikan Indonesia, Bandung. Tidak diterbitkan.

Annisa, N. (2013). Pengembangan tes diagnostik pilihan ganda dua tingkat untuk mengidentifikasi miskonsepsi siswa SMA kelas X pada materi hidrokarbon. (Skripsi). Jurusan Pendidikan Kimia, Universitas Pendidikan Indonesia, Bandung. Tidak diterbitkan.

Arifin, Z. (2009). Evaluasi pembelajaran. Bandung: PT. Remaja Rosdakarya.

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Bhatnagar, R., Kim, J., & Many J. E. (2014). Candidate surveys on program evaluation: examining instrument reliability, validity and program effectiveness. American Journal of Educational Research, 2, 683-690.

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Chandrasegaran, A.L., Treagust, D.F. & Mocerino, M. (2007). The development of A two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307.

Chang, R dan Goldsby, K.A. (2012). Chemistry. Newyork, NY: McGraw-Hill.

Chenn, C. C. & Lin, M. L. (2003). Developing a two-tier diagnostic instrument to

assess high school students’ understanding. The 4th International Conference of the European Science Education Research Association (ESERA).

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

Duit, R. & Treagust, D. F. (1995). Students’ conceptions and constructivist teaching approaches. Chicago: The National Society for the Study of Education.

Fauziah, N. E. (2013). Pengembangan instrumen tes diagnostik two-tier untuk mengidentifikasi miskonsepsi siswa kelas XI dalam memahami materi larutan penyangga. (Skripsi). Jurusan Pendidikan Kimia, Universitas Pendidikan Indonesia, Bandung. Tidak diterbitkan.

Firman, H. (2000). Penilaian hasil belajar dalam pengajaran kimia. Bandung: Jurusan Pendidikan Kimia FPMIPA UPI.

Hammer, David. (1996). Misconceptions or P-prims: how may alternative perspectives of cognitive structure influence instructional perceptions and intentions?. The Journal of Learning Sciences, 5(2), 97-127.

Lawshe, C.H. (1975). A quantitative approach to content validity. Personal Psychology, 28, 563-573.

Morgil, I., Seyhan, H. G., Secken, N., Yucel, A. S., Temel, S., & Ural, E. (2009). Overcoming the determined misconception in melting and dissolution through question and answer and discussion methods. Chemistry, 3(3), 49-61.

Murti, B. (2011). Validitas dan reliabilitas pengukuran. [Online]. Diakses dari http://si.uns.ac.id/profil/uploadpublikasi/Buku/murti_06.pdf. [14 Juni 2014].

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Nuraeni, J. (2014). Pengembangan tes diagnostik pilihan ganda dua tingkat untuk mengidentifikasi miskonsepsi pada materi gaya antar molekul. (Skripsi). Jurusan Pendidikan Kimia, Universitas Pendidikan Indonesia, Bandung. Tidak diterbitkan.

Osborne, R. J., Bell, B. F. & Gilbert J. K. (1983). Science teaching and children’s

view of the world. Europe Journal of Science Education, 5, 1-14.

Papaphotis, G. & Tsaparlis, G. (2008). Conceptual versus algorithmic learning in high school chemistry: the case of basic quantum chemical concepts. Part

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Peterson, R. F. & Treagust, D. F. (1989). Grade-12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66, 459-460.

Purba, M. (2006). Kimia untuk SMA kelas X 1A. Jakarta: Penerbit Erlangga.

Sunarya, Y dan Setiabudi, A. (2009). Mudah dan aktif belajar kimia untuk kelas XI. Jakarta: Depdiknas.

Suparno, P. (2013). Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Jakarta: PT. GrMEDIA Widiasarana Indonesia.

Susanty, S. S. (2014). Pengembangan tes diagnostik pilihan ganda dua tingkat untuk mengidentifikasi miskonsepsi pada materi larutan elektrolit dan non elektrolit. (Skripsi). Jurusan Pendidikan Kimia, Universitas Pendidikan Indonesia, Bandung. Tidak diterbitkan.

Suwarto. (2013). Pengembangan tes diagnostik. Jurnal Pendidikan, 22(2), 187-202.

Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20, 597-608.

Tan, K.C.D. & Treagust, D.F. (1999). Evaluating student’s understanding of chemical bonding. School Science Review,81(294), 75-83.

Tan, K.C.D., Goh, N.K., Chia, L.S. & Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school student’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301.

Tan, K.C.D., Taber, K., Goh, N.K. & Chia, L.S. (2005). The ionization energy diagnostic instrument: a two-tier multiple-choice instrument to determine high school students’ understanding of ionisation energy. Chem. Educ. Res. Pract, 6(4), 180-197.

Tarakci, M., Hatipoglu, S., Tekkaya, C., & Ozden, M. Y. (1999). A cross-age study of high school students’ understanding of diffusion and osmosis. Hacettepe Universitesi Egitim Fakultesi Dergisi, 15, 84-93.

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Treagust, D.F. (1988). Development and use of diagnostic test to evaluate students misconception in science. International Journal of Science, 10(2), 159-169.

Tuysuz, C. (2009). Development of two-tier diagnostic instrument and assess students’ understanding in chemistry. Scientific Research and Essay, 4(6), 626-631.