T FIS 1303280 Bibliography

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Andi Nuryandi, 2016

PENERAPAN DIALOGICAL ARGUMENTATION INSTRUCTIONAL MODEL (DAIM) UNTUK MENINGKATKAN KEMAMPUAN MEMAHAMI DAN ARGUMENTASI SISWA SMA

PADA MATERI LISTRIK STATIK

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

DAFTAR PUSTAKA

Acar, O. & Patton, B.R. (2012). Argumentation and Formal Reasoning Skills in An Argumentation-Based Guided Inquiry Course. Procedia-Social and Behavioral Sciences Journal 46 (2012) 4756-4760.

Akpinar, Y., Ardac, D., & Er-Amuce, N. (2014). Development and Validation of an Argumentation Based Multimedia Science Learning Environment: Preliminary Findings. Procedia-Social and Behavioral Sciences Journal 116 (2014) 3848-3853.

Anderson W.L. & Krathwohl R. D. (2001). A Taxonomy for Learning, Teaching and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives. USA: Addison Wesley Longman.

Arikunto, Suharsimi. (2013). Dasar-dasar Evaluasi Pendidikan Edisi 2 Cetakan Ketiga. Jakarta: Bumi Aksara.

Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek Edisi Revisi IV. Jakarta: Rineka Cipta.

Aydeniz, M. & Ozdilek, Z. (2015). Assessing Pre-Service Science Teacher’s Understanding of Scientific Argumentation: What do They Know About Argumentation After Four Years of College Science? Science Education International Journal Vol. 26, Issue 2, 217-239.

Badan Standar Nasional Pendidikan. (2006). Kurikulum 2006 Mata Pelajaran Fisika SMA/MA. Jakarta.

Celik P., Onder F., & Silay, I. (2011). The Effects of Problem Based Learning on

the Student’s Success in Physics Course. Procedia-Social and Behavioral

Sciences Journal 28 (2013) 656-660.

Dahar, R. W. (2011). Teori-teori Belajar dan Pembelajaran. Jakarta: Penerbit Erlangga.

Demirbag, M. & Gunel, M. (2014). Integrating Argument-Based Science Inquiry with Modal Representations: Impact on Science Achievement, Argumentation, and Writing Skills. Educational Sciences: Theory and Practice 14(1) 386-391.

Demircioglu, T & Ucar, S. (2012). The Effect of Argument-Driven Inquiry on

Pre-Service Science Teacher’s Attitudes and Argumentation Skills.

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Diwu, C. & Ogunniyi, M. (2010). Effects of Dialogical Argumentation

Instructional Model on Grade 10 Learner’s Conception of Fermentation.

Project for the Study of Alternative Education in South Africa (PRAESA) Occasional Papers 36, University of Cape Town, Republik of South Africa.

Erduran, S., Ardac, D. & Guzel B.Y. (2006). Learning to Teach Argumentation: Case Studies of Pre-Service Secondary Science Teachers. Eurasia Journal of Mathematics, Science and Technology Education Volume 2 Number 2 (1-13).

Erduran, S., Ozdem, Y. & Jee-Young, Park. (2015). Research Trends on Argumentation in Science Education: A Journal Content Analysis From 1998-2014. International Journal of STEM Education. DOI 10.1186/s 40594-015-0020-1.

Fraenkel, J. R., & Wallen, N. E. (2007). How to Design and Evaluate Research in Education with PowerWeb (6th_{ed.). New York, NY: McGraw-Hill.}

Hake, R. R. (1997). Interactive-Engagement Versus Tradisional Methods : A Six-Thousand-Student Survey of Mechanics Test Data For Introductory Physics Courses: Journal American Association of Physic Teacher. 66, 1, 64-74.

Hlazo, N & Ogunniyi, M.B. (2014). Effects of A Dialogical Argumentation

Instructional Model on Grade 10 Learner’s Conceptions of Lightning.

Thesis, School of Science and Mathematics Education, The University of the Western Cape, Republik of South Africa.

Jimenez-Aleixandre, M.P. & Erduran, S. (2008). Argumentation in Science Education: Perspectives from Classroom-Based Research. Dodrech: Springer.

Kaya, E., Erduran, S., & Cetin P.S. (2010). High School Student’s Perceptions of Argumentation. Procedia-Social and Behavioral Sciences Journal 2 (2010) 3971-3975.

Knight, A.M., & McNeill, K.L. (2015). Comparing Students’ Individual Written and Collaborative Oral Socioscientific Arguments. International Journal of Environmental & Science Education. 10(5). 623-647.

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Kuswana, W. S. (2013). Taksonomi Kognitif Perkembangan Ragam Berpikir (Cetakan Kedua). Bandung: Penerbit PT. Remaja Rosdakarya.

Muslim, & Suhandi, A. (2012). Pengembangan Perangkat Pembelajaran Fisika Sekolah untuk Meningkatkan Pemahaman Konsep dan Kemampuan Berargumentasi calon Guru Fisika. Jurnal Pendidikan Fisika Indonesia 8 (2012) 174-183.

Ogunniyi, M. B. (2007a). Teachers’ Stance and Practical Arguments Regarding A Science Indigenous Knowledge Curriculum, paper 1. International Journal of Science Education, 29 (8). 963-985.

Ogunniyi, M. B. (2007b). Teachers’ Stance and Practical Arguments Regarding A Science Indigenous Knowledge Curriculum, paper 2. International Journal of Science Education, 29 (10). 1189-1207.

Ogunniyi, M. B. (2008). Effect Of An Argumentation-Based Course on Teacher’s Disposition Towards A Science-Indigenous Knowledge Curriculum. International Journal of Environmental & Science Education Vol. 3, No. 4, 159-177.

Okumus, S., & Unal, S. (2012). The Effects of Argumentation Model on Student’s Achievement and Argumentation Skills in Science. Procedia-Social and Behavioral Sciences Journal 46 (2012) 457-461.

Osborne, J. (2010). Arguing to Learn in Science: The Role of Collaborative, Critical Discourse. American Association for the Advancement of Science, 1200 New York Avenue, Washington, DC 20005.

Passmore, C.M., & Svoboda, J. (2012). Exploring Opportunities for Argumentation in Modelling Classrooms. International Journal of Science Education Vol. 34 No. 10, 1535-1554.

Kementerian Pendidikan dan Kebudayaan. (2013). Permendikbud Nomor 54 Tahun 2013 tentang Standar Kompetensi Lulusan. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Robertshaw, B. & Campbell, T. (2013). Constructing Arguments: Investigating

Pre-Service Science Teacher’s Argumentation Skills in a Socio-Scientific

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Teacher Education. Journal of Science Teacher Education (17) 323-346. DOI: 10.1007/s10972-006-9025-4.

Sampson, V. & Grooms, J. (2009). Promoting and Supporting Scientific Argumentation in the Classroom: The Evaluate-Alternatives Instructional Model. Science Education: 66-73.

Simon, S., Erduran, S., & Osborne, J. (2006). Learning To Teach Argumentation: Research and Development in the Science Classroom. International Journal of Science Education. Vol. 28 Nos 2-3, pp 235-260.

Skoumios, M. (2009). The Effect of Sociocognitive Conflict on Students’ Dialogic Argumentation about Floating and Sinking. International Journal of Environmental & Science Education. Vol. 4. No. 4. 381-399.

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