Pepy Susanty, 2014
PROFIL MODEL MENTAL SISWA SMA BESERTA FAKTOR-FAKTOR YANG MEMPENGARUHINYA MENGGUNAKAN TES DIAGNOSTIK METODE PREDICT-OBSERVE-EXPLAIN (POE) PADA MATERI LARUTAN PENYANGGA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DAFTAR PUSTAKA
Anwari, I. (2007). Kajian aspek mikroskopik dan aspek simbolik pada pokok
bahasan larutan penyangga SMA dalam pengembangan model
pembelajaran berbasis intertekstualitas ilmu kimia. (Skripsi). FPMIPA,
Universitas Pendidikan Indonesia, Bandung.
Alwi, dkk. (2002). Kamus besar bahasa indonesia. edisi ketiga. Jakarta: Balai Pustaka.
Arikunto, S. (1999). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara
Badan Standar Nasional Pendidikan. (2006). Panduan penyusunan Kurikulum
Tingkat Satuan Pendidikan jenjang pendidikan dasar dan menengah.
Jakarta: Depdiknas.
Basrowi & Suwandi. (2008). Memahami penelitian kualitatif. Jakarta: Rineka Cipta
Bayrak, K. B. (2013). Using two-tier test to identify primary students conceptual understanding and alternative conceptions in acid base. Mevlana
International Journal of Education, 3 (2), hlm. 19-26.
Brown, T.L., Lemay, E., & Bursten, E.B. (1997). Chemistry the central science. USA: Prentice-hall international, inc.
Chandrasegaran, L.A., Treagust, D., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students ability to describe and explain chemical reaction using multiple levels of representation. Chemistry Education Research and
Practice, 8 (3), hlm. 293-307.
Chang, R & Overby, J. (2006). General chemistry: the essential concepts, sixth edition. New York : McGraw-Hill Companies.
Chittleborough, G.D. (2004). The role of teaching models and chemical representation in developing students mental models of chemical
phenomena. (Disertasi). Faculty of the Graduate School, The Curtin
University, Australia.
144
Pepy Susanty, 2014
PROFIL MODEL MENTAL SISWA SMA BESERTA FAKTOR-FAKTOR YANG MEMPENGARUHINYA MENGGUNAKAN TES DIAGNOSTIK METODE PREDICT-OBSERVE-EXPLAIN (POE) PADA MATERI LARUTAN PENYANGGA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Coll, R.K. (2008). Chemistry learners preferred mental models for chemical bonding. Journal of Turkish Science Education, 5 (1), hlm. 22-47.
Farida, I. (2012). Interkoneksi multipel level representasi mahasiswa calon guru
pada kesetimbangan dalam larutan melalui pembelajaran berbasis web.
(Disertasi). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Firman, H. (2013). Evaluasi pembelajaran kimia. Bandung: Jurusan Pendidikan Kimia FPMIPA UPI.
_________. (2008). Hakekat kimia (handout perkuliahan Kimia Sekolah). Jurusan Pendidikan Kimia FPMIPA UPI Bandung, tidak diterbitkan.
Furtak, E.M. (2009). Formative assessment for secondary science teaching. California: Corwin A SAGE Company
Kala, N., Yaman, F., & Ayas, A. (2012). The effectiveness of predict-observe-explain technique in probing students understanding about acid-base chemistry : a case for the concepts of pH, pOH, and strength. International
Journal of Science & Mathematics Education, 11 (2), hlm. 555-574.
Jansoon, N., Coll, R., & Somsook, E. (2009). Understanding mental models of dilution in Thai students. International Journal of Environmental & Science
Education, 4 (2), hlm. 147-168.
Lin, J.W. & Chiu, M.H. (2007). Exploring the characteristics and diverse sources
of students’ mental models of acids and bases. international journal of
science education, 29 (6), hlm. 771-803.
__________________. (2010). The mismatch between students mental models of acids/bases and their sources and their teacher’s anticipations thereof.
International Journal of Science Education, 32 (2), hlm. 1617-1646.
Makmun, A.S. (2003). Psikologi kependidikan. Bandung: Remaja rosdakarya.
Marie, R.D. (2003). The development of students mental models of chemical
substances and processes at the molecular level. (Disertasi). Faculty of the
Graduate School, University of Western Sydney, Sydney.
McClary, L.K & Talanquer, V. (2011). College chemistry students mental models of acids and acid strength. Journal of Research in Science Teaching, 48 (4), hlm. 396-413.
Orgill, M & Sutherland, A. (2008). Undergraduate chemistry students perceptions of and misconceptions about buffers and buffer problems. Chemistry
145
Pepy Susanty, 2014
PROFIL MODEL MENTAL SISWA SMA BESERTA FAKTOR-FAKTOR YANG MEMPENGARUHINYA MENGGUNAKAN TES DIAGNOSTIK METODE PREDICT-OBSERVE-EXPLAIN (POE) PADA MATERI LARUTAN PENYANGGA
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Park, J.E. (2006). Student perception and conceptual development as represented
by student mental models of atomic structure. (Disertasi). Faculty of the
Graduate School, The Ohio State University, Ohio.
Portoles, S &Sanjose, L. V. (2008). Previous knowledge, mental models and problem solving. a study with high school students. Revista Electrónica de
Investigación Educativa, 10 (1), hlm. 1-17.
Sesen, A.B. (2013). Diagnosing pre-service science teachers understanding of chemistry concepts by using computer-mediated predict-observe-explain tasks. Chemistry Education Research and Practice, 14 (1), hlm. 239-246.
Sirhan, G. (2007). Learning difficulties in Chemistry: an overview. Journal of
Turkish Science Education, 4 (2), hlm. 2-20.
Sugiyono, S. (2012). Metode penelitian pendidikan. Bandung: Alfabeta.
Sukmadinata, N. S. (2011). Metode penelitian pendidikan. Bandung: Remaja Rosdakarya.
Sunarya, Y. (2003). Kimia dasar 2. Bandung: Alkemi Grafisindo Press.
Suriasumantri, J. (2009). Filsafat ilmu sebuah pengantar populer. Jakarta:
Pustaka Sinar Harapan.
Wang, C.Y. (2007). The role of mental-modeling ability, content knowledge, and
mental models in general chemistry students’ understanding about molecular
polarity. (Disertasi). Faculty of the Graduate School, University of Missouri,
Columbia.
Wu, H.K. (2003). Linking the microscopic view of chemistry to real life experiences: intertextuality in a high-school science classroom. Journal of
