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DAFTAR PUSTAKA

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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), hlm. 293–307.

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DiBattista, D., & Kurzawa, L. (2011). Examination of The Quality of Multiple-choice Items on Classroom Tests. Canadian Journal for the Scholarship of Teaching and Learning, 2(2), hlm. 1–23.

Domyancich, J. M. (2014). The Development of Multiple-Choice Items Consistent with The AP Chemistry Curriculum Framework to More Accurately Assess Deeper Understanding. Journal of Chemical Education, 91(9), hlm. 1347–1351.

Drost, E. A. (2011). Validity and Reliability in Social Science Research.

Education Research and Perspectives, 38(1), hlm. 105–123.

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Gliem, J. A., & Gliem, R. R. (2003). Calculating, Interpreting, and Reporting Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education (hlm. 82–88).

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Herrmann-Abell, C. F., & DeBoer, G. E. (2011). Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items. Chemistry Education Research and Practice, 12(2), hlm. 184-192.

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Karpudewan, M., et al. (2015). Investigating High School Students’

Understanding of Chemical Equilibrium Concepts. International Journal of Environmental and Science Education, 10(6), hlm. 845–863.

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Kulkarni, V., & Tambade, P. (2013). Assessing The Conceptual Understanding about Heat and Thermodynamics at Undergraduate Level. European Journal Of Physics Education, 4(2), hlm. 9–16.

Lawson, A. E. (2009). Basic Inferences of Scientific Reasoning, Argumentation, and Discovery. Science Education, 94(2), hlm. 336–364.

Liu, O. L., Lee, H. S., & Linn, M. C. (2011). Measuring Knowledge Integration: Validation of Four-Year Assessments. Journal of Research in Science Teaching, 48(9), hlm. 1079–1107.

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Oxtoby, D. W., Gillis, H. P., dan Nachtrieb, N. H. (2001). Prinsip-Prinsip Kimia Modern Edisi Keempat Jilid 1. Jakarta: Erlangga.

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Educational Studies in Mathematics, 76(3), hlm. 281–303.

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Sahin, M., Caliskan, S., & Dilek, U. (2015). Development and Validation of The Physics Anxiety Rating Scale. International Journal of Environmental & Science Education, 10(2), hlm. 183–200.

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Determine Turkish Kindergarten Students’ Understandings of Scientific Concepts and Scientific Inquiry Processes. Educational Sciences: Theory & Practice, 13(4), hlm. 2217–2228.

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Sunarya, Y. dan Setiabudhi, A. (2009). Mudah dan Aktif Belajar Kimia Untuk Kelas XI Sekolah Menengah Atas/Madrasah Aliyah Program Ilmu Pengetahuan Alam. Jakarta: Pusat Perbukuan Departemen Pendidikan

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Sunggarani, T., Nursa’adah, E., & Yunita. (2014). Analisis Soal-Soal Olimpiade Sains Nasional (OSN) Sma/Ma Bidang Kimia Tahun 2012 Dan 2013 Berdasarkan Dimensi Proses Kognitif Dan Pengetahuan. J. Pijar MIPA, IX(2), hlm. 78–83.

Tan, K. C. D., et al. (2005). The Ionisation Energy Diagnostic Instrument: A

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Thoha, M. C. (1994). Teknik Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo

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