• Tidak ada hasil yang ditemukan

D MTK 1302805 Bibliography

N/A
N/A
Protected

Academic year: 2017

Membagikan "D MTK 1302805 Bibliography"

Copied!
14
0
0

Teks penuh

(1)

DAFTAR PUSTAKA

Abdullah, A., Marzbali, M. H., Woolley, H., Bahauddin, A., & Tilaki, M. J. M. (2014). Territorial functioning and victimisation: conceptualisation and scale development. Crime, law and social change, 61(3), 335-354. doi: 10.1007/s10611-013-9490-6

Adam, M. S. (2012). Primary Teachers' Mathematical Beliefs and Practices in the Maldives. (Master thesis), Victoria University of Wellington, Wellington.

Adnan, M., Zakaria, E., & Maat, S. M. (2012). Relationship between mathematics beliefs, conceptual knowledge and mathematical experience among pre-service teachers. Procedia-Social and Behavioral Sciences, 46, 1714-1719. doi: 10.1016/j.sbspro.2012.05.366

Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7(2), 91-119.

Anderson, J. A., & Planning, I. I. f. E. (2005). Accountability in education: International Institute for Educational Planning Paris.

Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational researcher, 29(4), 11-13. Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in theory

and practice: Toward a better understanding. The High School Journal, 84(2), 35-53.

Ary, D., Jacobs, L., & Sorensen, C. (2010). Introduction to research in education (8 ed.). Belmont, CA: Cengage Learning.

Azis, A. (2012). Teachers' conceptions and use of assessment in students learning. Indonesian Journal of Applied Linguistics, 2(1), 40-52.

Azis, A. (2014). Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study. (Doctoral Dissertation), Victoria University of Wellington, Wellington. Retrieved from http://hdl.handle.net/10063/3201

Ball, D. L. (2000). Bridging practices intertwining content and pedagogy in teaching and learning to teach. Journal of teacher education, 51(3), 241-247. doi: 10.1177/0022487100051003013

(2)

Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. Paper presented at the A research companion to Principles and Standards for School Mathematics, Reston, VA.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of teacher education, 59(5), 389-407. doi: 10.1177/0022487108324554

Barkatsas, A. T., & Malone, J. (2005). A typology of mathematics teachers’

beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90.

Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual differences, 42(5), 815-824. doi: 10.1016/j.paid.2006.09.018

Bentler, P. M. (2005). EQS structural equations program manual. Encino, CA: Multivariate Software.

Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.

Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147. doi: 10.1007/s10649-011-9333-2

Bethlehem, J. (2009). Applied survey methods: A statistical perspective (Vol. 558). Hoboken, New Jersey: John Wiley & Sons.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, U.K.: Open university Press.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21.

Boz, N. (2008). Turkish Pre-Service Mathematics Teachers’ Beliefs About Mathematics Teaching. Australian Journal of Teacher Education, 33(5), 5.

Bray, W. S. (2011). A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of mathematics. Journal for research in mathematics education, 42(1), 2-38. Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203-220.

(3)

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Publications.

Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (Second edition). New York, NY: Routledge, Taylor and Francis Group, LLC.

Calderhead, J., & Shorrock, S. B. (1997). Understanding teacher education: Case studies in the professional development of beginning teachers. Bristol, PA: The Falmer Press.

Calveric, S. (2010). Elementary teachers' assessment beliefs and practices. (Doctoral Dissertation), Virginia Commonwealth University, Virginia. Carifio, J., & Perla, R. (2008). Resolving the 50year debate around using and

misusing Likert scales. Medical education, 42(12), 1150-1152.

Chan, K. W. (2004). Preservice Teachers' Epistemological Beliefs and Conceptions about Teaching and Learning: Cultural Implications for Research in Teacher Education. Australian Journal of Teacher Education, 29(1), 1-13. doi: 10.14221/ajte.2004v29n1.1

Charalambous, C., Philippou, G., & Kyriakides, L. (2002). Towards Understanding Teachers' Philosophical Beliefs about Mathematics. In A. Cockburn & E. Nardi (Eds.), Annual Meeting of the International Group for the Psychology of Mathematics Education. Norwich: University of East Anglia.

Chassapis, D. (2007). Integrating the philosophy of mathematics in teacher training courses: A Greek case as an example. In F. Karen & J. P. V. Bendegem (Eds.), Philosophical Dimensions in Mathematics Education (Vol. 42, pp. 61-79). New York: Springer.

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological assessment, 7(3), 309.

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational researcher, 23(7), 13-20. Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in

theory and practice. Educational researcher, 28(2), 4-15.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6 ed.). New York: Routledge, Taylor and Francis Group, USA and Canada. Comrey, A., & Lee, H. (1992). A First Course in Factor Analysis (2nd ed.).

Hillsdale, NJ: Lawrence Earlbaum Associates.

(4)

Cooper, P. A. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational Technology, 33(5), 12-19. De Corte, E. (2003). Intervention research: A tool for bridging the theory-practice gap in mathematics education. Paper presented at the Proceedings of the International Conference, The Mathematics Education into the 21st Century Project, Brno Czech Republic.

Delandshere, G. (2002). Assessment as inquiry. The Teachers College Record, 104(7), 1461-1484.

Delandshere, G., & Jones, J. H. (1999). Elementary teachers' beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), 216.

Diamond, J., & Spillane, J. (2004). High-stakes accountability in urban elementary schools: challenging or reproducing inequality? The Teachers College Record, 106(6), 1145-1176.

Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 39-48). New York: Macmillan Publishing Co, Inc.

Drageset, O. G. (2010). The Interplay between the Beliefs and the Knowledge of Mathematics Teachers. Mathematics Teacher Education and Development, 12(1), 30-49.

Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105-123.

Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA.: Corwin Press.

Eren, A. (2010). Consonance and Dissonance between Turkish Prospective Teachers' Values and Practices: Conceptions about Teaching, Learning, and Assessment. Australian Journal of Teacher Education, 35(3), 27-48. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P.

Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-253). New York: Falmer.

Ernest, P. (1991). The philosophy of mathematics education. London: Routledge Falmer.

Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany, New York: Suny Press.

Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological methods, 4(3), 272.

(5)

Fennema, E., Carpenter, T. P., & Franke, M. L. (1992). Cognitively Guided Instruction. NCRMSE research review: The teaching and learning of mathematics, (ERIC Document Reproduction Service No. ED 372929, 1, 2). National Center for Research in Mathematical Sciences Education Madison, WI.

Fichman, M., & Cummings, J. N. (2003). Multiple imputation for missing data: Making the most of what you know. Organizational Research Methods, 6(3), 282-308.

Finch, H. (2005). Comparison of the Performance of Nonparametric and Parametric MANOVA Test Statistics when Assumptions Are Violated. Methodology, 1(1), 27-38. doi: doi:10.1027/1614-1881.1.1.27

Finelli, C. J., Daly, S. R., & Richardson, K. M. (2014). Bridging the ResearchtoPractice Gap: Designing an Institutional Change Plan Using Local Evidence. Journal of Engineering Education, 103(2), 331-361. doi: 10.1002/jee.20042

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8 ed.). New York: McGraw-Hill

Francis, D. I. C. (2015). Dispelling the notion of inconsistencies in teachers’

mathematics beliefs and practices: A 3-year case study. Journal of Mathematics Teacher Education, 18(2), 173-201. doi: 10.1007/s10857-014-9276-5

Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (Vol. 31, pp. 39-57). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Gales, M. J., & Yan, W. (2001). Relationship between Constructivist Teacher Beliefs and Instructional Practices to Students' Mathematical Achievement: Evidence from TIMMS. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. Gardner, H. J., & Martin, M. A. (2007). Analyzing ordinal scales in studies of

virtual environments: Likert or lump it! Presence, 16(4), 439-446.

Genc, E. (2005). Development and validation of an instrument to evaluate science teachers’ assessment beliefs and practices. (Doctoral dissertation), Florida State University, Tallahassee, FL. Retrieved from http://diginole.lib.fsu.edu/etd

Göktas, A., & Içi, Ö. (2011). A comparison of the most commonly used measures of association for doubly ordered square contingency tables via simulation. Metodološki zvezki, 8(1), 17-37.

(6)

Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (Vol. 31, pp. 59-72). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM, 43(4), 547-560. doi: 10.1007/s11858-011-0348-z

Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 24(4), 276-289.

Grice, J. W., & Iwasaki, M. (2007). A truly multivariate approach to MANOVA. Applied Multivariate Research, 12(3), 199-226.

Griffin, T. D., & Ohlsson, S. (2001). Beliefs versus knowledge: A necessary distinction for predicting, explaining and assessing conceptual change. In J. Moore & K. Stenning (Eds.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society: Edinburgh, Scotland. Retrieved January (Vol. 13, pp. 364-369). Mahwah, NJ: Lawrence Erlbaum Associates.

Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2011). Survey methodology (Vol. 561). Hoboken, New Jersey: John Wiley & Sons.

Hair, J. F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (Seventh Edition) Upper Saddle River, NJ: Pearson Prentice Hall.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

Healey, J. (2009). Statistics: A tool for social research (8 ed.). Belmont, CA: Cengage Learning.

Hennessy, S. (2014). Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology: Springer Science & Business Media.

Hersh, R. (1997). What is mathematics, really? Oxford, New York: Oxford University Press.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for research in mathematics education, 39(4), 372-400.

(7)

Holm, J., & Kajander, A. (2012). Interconnections of knowledge and beliefs in teaching mathematics. Canadian Journal of Science, Mathematics and Technology Education, 12(1), 7-21.

Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.

Ijioma, B., Afurobi, A., Izuagba, A., & Ifegbo, P. (2014). Teacher Educators’ Perception of the Influence of the Two Models of Initial Teacher

Education Programme on the Quality of Student Teachers’ Teaching.

Researcher, 6(10), 55-63.

James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., . . . Marshall, B. (Eds.). (2006). Learning how to learn: tools for schools. New York: Routledge.

Jamieson, S. (2004). Likert scales: how to (ab) use them. Medical education, 38(12), 1217-1218.

Johnson, C. R., & Field, C. A. (1993). Using fixed-effects model multivariate analysis of variance in marine biology and ecology. Oceanography and Marine Biology Annual Review, 31, 177-221.

Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational technology research and development, 39(3), 5-14.

Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice

elementary teachers’ evolving mathematical understandings and beliefs.

Journal of Teaching and Learning, 5(1), 33-54.

Kasih, P. A., & Purnomo, Y. W. (2016). Peningkatan Hasil Belajar Matematika Siswa Sekolah Dasar Melalui Pembelajaran Berbasis Penilaian. Journal of Research and Advances in Mathematics Education, 1(1), 69-78.

Kundi, G. M., & Nawaz, A. (2010). From objectivism to social constructivism: The impacts of information and communication technologies (ICTs) on higher education. Journal of Science and Technology Education Research, 1(2), 30-36.

Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems*. Journal of Mathematics Teacher Education, 9(1), 91-102. Leder, G. C. (1992). Mathematics and gender: Changing perspectives. In D. A.

Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan Publishing Co, Inc.

(8)

Lee, C. (2006). Language for learning mathematics: Assessment for learning in practice. Berkshire, England: Open University Press.

Leedy, M. G., LaLonde, D., & Runk, K. (2003). Gender Equity in Mathematics: Beliefs of Students, Parents, and Teachers. School Science and Mathematics, 103(6), 285-292. doi: 10.1111/j.1949-8594.2003.tb18151.x

Lerman, S. (1990). Alternative perspectives of the nature of mathematics and their influence on the teaching of mathematics. British Educational Research Journal, 16(1), 53-61.

Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural equation analysis: Psychology Press.

Malhotra, N. K., & Dash, S. (2011). Marketing research: An applied orientation (6th ed.). New Jersey: Pearson Education

Mason, J. H. (2010). Exploring the influence of high-stakes testing and Accountability on teachers’ professional identities through the factors of instructional practice, work environments, and teacher efficacy. (Doctoral dissertation), Western Carolina University. Retrieved from http://libres.uncg.edu/ir/wcu/listing.aspx?id=7830

Maulana, R., Opdenakker, M.-C., den Brok, P., & Bosker, R. J. (2012). Teacher-student interpersonal behavior in secondary mathematics classes in Indonesia. International Journal of Science and Mathematics Education, 10(1), 21-47. doi: 10.1007/s10763-011-9276-1

Mayers, C. (1994). Mathematics and mathematics teaching: Changes in pre-service student-teachers' beliefs and attitudes. In G. Bell, B. Wright, N. Leeson & J. Geake (Eds.), Challenges in Mathematics Education: Constraints on Construction (Vol. 2, pp. 419-428). Lismore: Mathematics Education Research Group of Australasia.

Maynes, N., Mottonen, A.-L., & Sharpe, G. (2015). Confidence to Differentiate and Knowledge to Assess: Do these Differ Between Concurrent and Consecutive Teacher Candidates? Journal of Studies in Education, 5(1), 74-91. doi: 10.5296/jse.v5i1.7089

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.

McMillan, J. H. (2007). Formative classroom assessment: The key to improving student achievement. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 1-7). New York: Teachers College Press.

Murray, J. (2013). Likert data: What to use, parametric or non-parametric? International Journal of Business and Social Science, 4(11), 258-264.

(9)

Literature Review on Potential Effects. OECD Education Working Papers, 48. doi: 10.1787/5kmbphh7s47h-en

Nevitt, J., & Hancock, G. R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8(3), 353-377.

Nisbet, S., & Warren, E. (2000). Primary school teachers’ beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2, 34-47.

Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education, 15(5), 625-632. doi: 10.1007/s10459-010-9222-y

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.

Nurulpaik, L. (2008). Menyambut lonceng kematian LPTK. Retrieved from

http://www.bit.lipi.go.id/masyarakat-literasi/index.php/menyambut-lonceng-kematian-lptk

Olson, C. L. (1974). Comparative robustness of six tests in multivariate analysis of variance. Journal of the American Statistical Association, 69(348), 894-908.

Op't Eynde, P., & De Corte, E. (2003). Students' Mathematics-Related Belief Systems: Design and Analysis of a Questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Op’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students’

mathematics-related beliefs. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (Vol. 31, pp. 13-37). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a

messy construct. Review of educational research, 62(3), 307-332.

Park, E., Cho, M., & Ki, C.-S. (2009). Correct use of repeated measures analysis of variance. The Korean journal of laboratory medicine, 29(1), 1-9. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing What

Students Know: The Science and Design of Educational Assessment. Washington D. C: National Academy.

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.

(10)

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 87 Tahun 2013 tentang Program Pendidikan Profesi Guru Prajabatan.

Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56(1), 67-96.

Perkkilä, P. (2003). Primary school teachers’ mathematics beliefs and teaching practices. In M. A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education (pp. 1-8). Bellaria, Italy.

Perry, B., Wong, N.-Y., & Howard, P. (2006). Comparing primary and secondary

mathematics teachers’ beliefs about mathematics, mathematics learning

and mathematics teaching in Hong Kong and Australia. In F. K. S. Leung, K.-D. Graf & F. J. Lopez-Real (Eds.), Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West (pp. 435-448). New York: Springer.

Pituch, K. A., & Stevens, J. P. (2016). Applied Multivariate Statistics for the Social Sciences (Sixth edition). New York: Routledge.

Ponte, J. P. D. (1994). Knowledge, beliefs, and conceptions in mathematics teaching and learning. Paper presented at the Proceedings of the fifth international conference on systematic cooperation between theory and practice in mathematics education.

Ponte, J. P. D., & Chapman, O. (2006). Mathematics teachers’ knowledge and

practices. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past,Present, and Future (pp. 461-494). Rotterdam: Sense Publisher.

Purnomo, Y. W. (2013). Keefektifan penilaian formatif terhadap hasil belajar matematika mahasiswa ditinjau dari motivsi belajar. Paper presented at the Prosiding Seminar Nasional Matematika dan Pendidikan Matematika. Purnomo, Y. W. (2014a). Assessment-Based Learning: Sebuah Tinjauan untuk

Meningkatkan Motivasi Belajar dan Pemahaman Matematis. Sigma, VI(1), 22-33.

Purnomo, Y. W. (2014b). Serial Matematika untuk PGSD: Bilangan Cacah dan Bulat. Bandung: Alfabeta.

Purnomo, Y. W. (2015). Pengembangan desain pembelajaran berbasis penilaian dalam pembelajaran matematika. Cakrawala Pendidikan, XXXIV(2), 182-191.

Purnomo, Y. W., Kowiyah, Alyani, F., & Assiti, S. S. (2014). Assessing Number Sense Performance of Indonesian Elementary School Students. International Education Studies, 7(8), 74-84. doi: 10.5539/ies.v7n8p74

(11)

Mathematics Class. International Electronic Journal of Elementary Education, 8(4), 629-642.

Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for research in mathematics education, 28(5), 550-576.

Rice, J. K. (2010). High-stakes accountability and teacher quality. In V. Hill-Jackson & C. W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training and how can we fix it (pp. 153-177). Sterling, Virginia: Stylus Publishing, LLC.

Richardson, J. W. (2010). When Policies Meet Practice: Leaving No Teacher Behind. In V. Hill-Jackson & C. W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training, and how we can fix it (pp. 199-222). Sterling, Virginia: Stylus Publishing, LLC.

Roulet, R. G. (1998). Exemplary mathematics teachers, subject conceptions and instructional practices. (Doctoral dissertation), Ontario Institute for Studies in Education of the University of Toronto. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/12186/1/NQ35417.pdf Schlomer, G. L., Bauman, S., & Card, N. A. (2010). Best practices for missing

data management in counseling psychology. Journal of Counseling psychology, 57(1), 1-10.

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.

Schommer, M. A. (1989). The effects of beliefs about the nature of knowledge on comprehension. (8924938 Ph.D.), University of Illinois at

Urbana-Champaign, Ann Arbor. Retrieved from

http://search.proquest.com/docview/303785974?accountid=25704

ProQuest Dissertations & Theses Full Text: The Humanities and Social Sciences Collection database.

Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Schwartz, J., & Riedesel, C. A. (1994). The Relationship between Teachers' Knowledge and Beliefs and the Teaching of Elementary Mathematics. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Chicago, IL.

(12)

Shapiro, S. (2000). Thinking About Mathematics: The Philosophy of Mathematics (Vol. 8). Oxford, New York: Oxford University Press.

Sharma, S. (1996). Applied multivariate techniques: John Wiley & Sons, Inc. Shepard, L. A. (2000a). The role of assessment in a learning culture. Educational

researcher, 29(7), 4-14. doi: 10.3102/0013189X029007004

Shepard, L. A. (2000b). The role of assessment in teaching and learning. Santa Cruz & Los Angeles, CA: CRESST/CREDE, University of California.

Shield, M. (1999). The conflict between teachers’ beliefs and classroom practices.

In J. M. Truran & K. M. Truran (Eds.), Making the difference: Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia (pp. 439-445). Adelaide: MERGA.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15, 4-14.

Shute, V. J. (2007). Focus on formative feedback ETS Research Report Series. Princeton, NJ: Educational Testing Service.

Skemp, R. R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.

Sriraman, B. (2004). The influence of Platonism on mathematics research and theological beliefs. Theology and Science, 2(1), 131-147. doi: 10.1080/1474670042000196658

Sriraman, B., & English, L. (2010). Surveying theories and philosophies of mathematics education. In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking new frontiers (pp. 7-32). Berlin: Springer.

Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001).

Teachers’ beliefs and practices related to mathematics instruction.

Teaching and teacher education, 17(2), 213-226. doi: 10.1016/S0742-051X(00)00052-4

Stoop, I., & Harrison, E. (2012). Classification of surveys. In L. Gideon (Ed.), Handbook of survey methodology for the social sciences (pp. 7-21). New York: Springer.

Sultana, R. G. (2005). The initial education of high school teachers: A critical review of major issues and trends. Studying Teacher Education, 1(2), 225-243. doi: 10.1080/17425960500288390

Susuwele-Banda, W. (2005). Classroom assessment in Malawi: Teachers; perceptions and practices in Mathematics. (Doctoral Dissertation), Virginia Polytechnic Institute and State University, Blacksburg, VA. Swan, M. (2006). Designing and using research instruments to describe the beliefs

(13)

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth edition). Boston, MA: Pearson Education, Inc.

Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Journal of Educational Technology & Society, 3(2), 50-60.

Tan, M., & Saw Lan, O. (2011). Teaching mathematics and science in English in Malaysian classrooms: The impact of teacher beliefs on classroom practices and student learning. Journal of English for Academic Purposes, 10(1), 5-18. doi: http://dx.doi.org/10.1016/j.jeap.2010.11.001

Tatto, M. T., Lerman, S., & Novotna, J. (2010). The organization of the mathematics preparation and development of teachers: a report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13(4), 313-324. doi: 10.1007/s10857-009-9139-7

Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education study in mathematics (TEDS-M), conceptual framework. Teacher Education and Development International Study Center, College of Education, Michigan State University, East Lansing, MI.

Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan Publishing Co, Inc.

Törner, G. (2002). Mathematical beliefs—A search for a common ground: Some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (Vol. 31, pp. 73-94). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Tuge, C. (2008). Mathematics curriculum, the philosophy of mathematics and its implications on ethiopian schools mathematics curriculum. Ethiopian Journal of Education and Sciences, 4(1), 109-120.

Undang-undang Nomor 14 Tahun 2005 tentang Guru dan Dosen.

Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for research in mathematics education, 30(1), 89-110.

Van Zoest, L. R., Jones, G. A., & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37-55.

(14)

White-Fredette, K. (2010). Why not philosophy? Problematizing the philosophy of mathematics in a time of curriculum reform. The Mathmatics Educator, 19(2), 21-31.

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Teachers’ teaching practices and beliefs regarding context-based tasks and their

relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637-662. doi: 10.1007/s13394-015-0157-8

Wolf, D., Bixby, J., Glenn III, J., & Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. Review of research in education, 31-74. doi: 10.3102/0091732X017001031

Yang, D.-C., & Wu, W.-R. (2010). The study of number sense: Realistic activities integrated into third-grade math classes in Taiwan. The Journal of Educational Research, 103(6), 379-392.

Yazici, E., & Ertekin, E. (2010). Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety. International Journal of Human and Social Sciences, 5(9), 610-613.

Yeh, S. S. (2005). Limiting the Unintended Consequences of High-Stakes Testing. education policy analysis archives, 13(43), 1-23.

Yuan, K. H., & Bentler, P. M. (2000). Three likelihood‐based methods for mean and covariance structure analysis with nonnormal missing data. Sociological methodology, 30(1), 165-200.

Referensi

Dokumen terkait

meningkatkan keterampilan berpikir kreatif.. Brainstorming adalah suatu situasi di mana sekelompok orang berkumpul untuk menggeneralisasikan ide-ide baru seputar area spesifik

Flip chip on board using non-conductive adhesive could give reasonable reliability and high assembly yield, when the parameters for epoxy placement and bonding were optimised.

Paket pengadaan ini terbuka untuk penyedia yang terintegrasi pada layanan pengadaan secera elektronik (LPSE) dan memenuhi persyaratan yang tercantum dalam dokumen pengandaan

Dalam mata kuliah ini dibahas mengenai Bank Islam (Terminologi, Dasar Hukum, Kegiatan Operasional), Produk dan Akad Bank Islam (Peta Produk dan Akad dalam Bank Islam,

Penelitian ini secara umum bertujuan untuk mengetahui “Implementasi Nilai-Nilai Kearifan Lokal Sunda Sebagai Penguat Karakter Siswa Pada Pelajaran PKn (Studi Kasus

An Appeal must be lodged within 60 days of receiving notice of the decision made or taxation assessment or additional tax liability imposed that you wish to dispute. How do prepare

Perencanaan Pengembangan Ekowista Berbasis Komunitas di Kawasan Wisata tangkahan Kabupaten langkat Sumatera Utara..

Selain fungsi umum tersebut, pranata sosial memiliki dua fungsi besar yaitu fungsi manifest (nyata) dan fungsi laten (terselubung). Fungsi manifes adalah fungsi