S KIM 1205424 Bibliography
DAFTAR PUSTAKA
Abidin, Y. (2012). Pembelajaran membaca berbasis pendidikan karakter.
Bandung: Refika Aditama.
Ahtineva, A. (2005). Textbook analysis in the service of chemistry teaching.
Universitas Scientiarum, 10, hlm. 25-33.
Apriyani, A. N. (2015). Profil model mental siswa pada sub-materi asam basa
dengan menggunakan TDM-POE. (Skripsi). Departemen Pendidikan Kimia
UPI Bandung.
Artdej, R. dkk. (2010). Thai Grade 11 students’ alternative conceptions for acid–
base chemistry. Research in Science & Technological Education, 28 (2), hlm.
167-183.
Aydin, S. dkk. (2014). Turkish, Indian, and American chemistry textbooks use of
inscriptions to represent ‘types of chemical reactions’. Eurasia Journal of
Mathematics, Science & Technology Education, 10 (5), hlm. 383-393.
Ayodele dan Olagoke, M. (2013). Reading ease of basic science materials and
students’ learning outcome in junior secondary school. Asian Journal of
Education and e-Learning, 1 (2), hlm. 118-123.
Azizah, I. I. (2015). Pengembangan strategi pembelajaran intertekstual dengan
POGIL pada materi asam basa untuk meningkatkan penguasaan konsep dan
keterampilan proses sains siswa. (Skripsi). Departemen Pendidikan Kimia
UPI Bandung.
Barke, H., Hazari, A., & Yitbarek, S. (2009). Misconceptions in chemistry. Berlin:
Springer.
Bergqvist, A. dkk. (2013). Representations of chemical bonding models in school
textbooks-help or hindrance for understanding?. Chemistry Education
Research and Practice, 14, hlm. 589-606.
Bormuth, J. R. (1967). Cloze test procedure. Los Angeles: University of
California
Brady, J. E., Jespersen, N. D., & Hyslop, A. (2012). Chemistry the molecular
nature of matter. United State: John Wiley and Sons, Inc.
Brown, T. E., LeMay, H. E., & Bruce E. (2012). Chemistry: The central science.
New York: Pearson Prentice Hall.
ÇETİNGÜL, P.ĺ. dan GEBAN, Ӧ. (2005). Understanding of acid-base concept by
using conceptual change approach. Hacettepe Üniversitesi Journal of
Edueation, 29, hlm. 69-74.
99
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
100
Chang, R. & Overby, J. (2011). General chemistry. New York: McGraw-Hill
Chavkin, L. (2012). Readability and reading ease revisited: State-adopted science
textbooks. The Clearing House: A Journal of Educational Strategies, Issues
and Ideas, 70 (3), hlm. 151-154.
Damanhuri, M. I. M. dkk. (2016). High school students’ understanding of acidbase concepts: An ongoing challenge for teachers. International Journal of
Environmental & Science Education, 2016, 11 (1), hlm. 9-27.
DEMÐRCÐOGLU, G. (2009). Comparison of the effects of conceptual change
texts implemented after and before instruction on secondary school students’
understanding of acid-base concepts. Asia-Pacific Forum on Science
Learning and Teaching, 10 (2), hlm. 1-29.
Depdiknas. (2008). Panduan pengembangan bahan ajar. Jakarta: Dirjen
Dikdasmen.
Fry, E. (1977). Fry's readability graph: Clarifications, validity, and extension to
level 17. Journal of Reading, 21 (3), hlm. 242-252.
Furió-Más, C. dkk. (2007). How are the concepts and theories of acid–base
reactions presented? chemistry in textbooks and as presented by teachers.
International Journal of Science Education, 27 (11), hlm. 1337–1358.
Gegios, T., Salta, K., & Koinis, S. (2016). The Greek chemistry textbook and
students' difficulties. Chemistry Education Research and Practice, hlm. 1-19.
Gilbert, J. K. & Treagust, D. F. (2009). Macro, submicro, and symbolic
representation and the relationship between them: Key models in chemical
education. Dalam Gilbert, J. K. & Treagust, D. F., Multiple representation in
chemical education (hlm. 1-8). Boston: Springer.
Gkitzia, V., Salta, K. & Tzougraki, C. (2011). Development and application of
suitable criteria for the evaluation of chemical representations in school
textbooks. Chemistry Education Research and Practice, 12, hlm. 5-14.
Hoe, K. Y. & Ramanathan, S. (2015). On the prevalence of alternative
conceptions on acid-base chemistry among secondary students: Insights
from cognitive and confidence measures. Chemistry Education Research
and Practice, 17, hlm. 263-282.
Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological?.
Chemistry Education: Research and Practice in Europe, 1 (1), hlm. 9-15.
Kala, N., Yaman, F., & Ayas, A. (2012). The effectiveness of predict–observe–
explain technique in probing students’ understanding about acid–base
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
101
chemistry: A case for the concepts of ph, poh, and strength. International
Journal of Science and Mathematics Education, 11, hlm. 555-574.
Kamus Besar Bahasa Indonesia. (2016). Prototype. [Online]. Diakses dari
http://kbbi.web.id/prototipe.
Kousathana, M., Demerouti, M. & Tsaparlis, G. (2005). Instructional
misconceptions in acid-base equilibria: An analysis from a history and
philosophy of science perspective. Science & Education, 14, hlm. 173-193.
Lin, J., Chiu, M., & Liang, J. (2004). Exploring mental models and causes of
students’ misconceptions in acids and bases. National Taiwan Normal
University Graduate Institute of Science Education, hlm. 1-12.
Mc.Clary, M. & Bretz, L. B. (2012). Development and assessment of a diagnostic
tool to identify organic chemistry students’ alternative conceptions related to
acid strength. International Journal of Science Education, 34 (15), hlm.
2317–2341.
Mulyono. (2015). Handout perkuliahan perencanaan pembelajaran kimia.
Bandung: Departemen Pendidikan Kimia FPMIPA UPI
Nyachwaya, J.M., dan Wood, N. B. (2014). Evaluation of chemical
representations in physical chemistry textbooks. Chemistry Education
Research and Practice, 15, hlm. 720-728.
Nurhayati, T. (2009). Pengembangan strategi pembelajaran intertekstual pada
materi asam basa kelas XI. (Skripsi). Departemen Pendidikan Kimia UPI
Bandung.
Österlund, L., Berg, A., & Ekborg, M. (2010). Redox models in chemistry
textbooks for the upper secondary school: Friend or foe?. Chemistry
Education Research and Practice, 11, hlm. 182–192.
Oxford
Dictionaries.
(2016).
Prototype.
[Online].
http://en.oxforddictionaries.com/definition/prototype.
Diakses
dari
Paik, S. H. (2015). Understanding the relationship among Arrhenius, Brønstedlowry and Lewis theories. Journal of Chemical Education, 92 (9), hlm. 14841489.
Petrucci, R. H. dkk. (2011). General chemistry: Principles and modern
application. Toronto: Pearson Canada Inc.
Plett, H. F. (1991). Intertextuality. New York: Walter de Gruyter.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
102
Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta:
DIVA Press.
Ramnarain, U. & Joseph, A. (2012). Learning difficulties experienced by grade 12
South African students in the chemical representation of phenomena.
Chemistry Education Research and Practice, 13, hlm. 462–470.
Readability Formulas. (2016). The Fry graph readability formula. [Online].
Diakses
dari
http://www.readabilityformulas.com/fry-graph-readabilityformula.php.
Rosmaini. (2011). Keterbacaan buku teks. Medan : Fakultas Bahasa dan Seni
Universitas Negeri Medan.
Saeed, M. & Rashid, S. (2014). Alignment between chemistry curriculum and
textbooks at secondary level. The Sindh University Journal of Education,
43, hlm. 29-46.
Șendur G., Toprak, M., & Pekmez, E. S. (2011). An analysis of analogies used in
secondary chemistry textbooks. Procedia Computer Science, 3, hlm. 307–
311.
Sesen, B.A. & Tarhan, L. (2011). Active-learning versus teacher centered
instruction for learning acids and bases. Research in Science & Technological
Education, 29 (2), hlm. 205–226.
Silberberg, M. S. (2007). Principle of general chemistry. New York: McGrawHill.
Sirhan, G. (2007). Learning difficulties in chemistry: An overview. Journal of
Turkish Science Education, 4 (2), hlm. 2-20.
Sitepu, B. P. (2012). Penulisan buku teks pelajaran. Bandung: PT Remaja
Rosdakarya.
Souza, K. A. F. D & Porto, P. A. (2012). Chemistry and chemical education
through text and image: Analysis of twentieth century textbooks used in
Brazilian context. Science & Education, 21, hlm. 705–727.
Stojanovska, M., Petruševski, P. M., & Šoptrajanov, B. (2014). Study of the use
of the three levels of thinking and representation. CONTRIBUTIONS, Section
of Natural, Mathematical and Biotechnical Sciences MASA, 35 (1), hlm. 37–
46.
Sugiyono. (2016). Metode penelitian pendidikan (pendekatan kuantitatif,
kualitatif, dan R&D. Bandung: Alfabeta.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
103
Sukmadinata, N. S. (2012). Metode penelitian pendidikan. Bandung: Rosdakarya
Offset.
Suryadi, A. (2007). Tingkat keterbacaan wacana sains dengan teknik klos. Jurnal
Sosioteknologi, 10, hlm. 196-200.
Taber, K. S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of
chemical and the psychology of learning to inform chemistry education.
Chemistry Education Research and Practice, 14, hlm. 156-168.
Treagust, D. F., Chittleborough, G. & Mamiala T. (2003). The role of
submicroscopic and symbolic representation in chemical education.
International Journal of Science Education, 25 (11), hlm. 1353-1368.
Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in
chemistry: Emergence in chemistry and its implications for chemical
education. Chemical Education Research and Practices, 17, hlm. 229-245.
Tuysuz, M. dkk. (2011). Pre-service chemistry teachers’ understanding of phase
changes and dissolution at macroscopic, symbolic, and microscopic levels.
Procedia Social and Behavioral Sciences, 15, hlm. 452–455.
Universitas Pendidikan Indonesia. (2015). Pedoman penulisan karya ilmiah.
Bandung: UPI Press.
Whitten, K.W. dkk. (2004) General chemistry 7th edition. Philadelphia: Saunders
College Publishing.
Wu, H. K. (2002). Linking the microscopic view of chemistry to real-life
experiences intertextuality in a high school science classroom. Wiley
Periodical, hlm. 868-891.
Yong, B. C. S. (2010). Can students read secondary science textbooks
comfortably?. Brunei International Journal of Science and Mathematics
Education, 2 (1), hlm. 59-67.
Yunita, N. (2013). Implementasi strategi pembelajaran intertekstual pada materi
asam basa kelas XI. (Skripsi). Departemen Pendidikan Kimia UPI Bandung.
Zumdahl, S. S., Zumdahl, S. L. (2010). Chemistry (eighth edition). United States
of America: Cengage Learning.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
Abidin, Y. (2012). Pembelajaran membaca berbasis pendidikan karakter.
Bandung: Refika Aditama.
Ahtineva, A. (2005). Textbook analysis in the service of chemistry teaching.
Universitas Scientiarum, 10, hlm. 25-33.
Apriyani, A. N. (2015). Profil model mental siswa pada sub-materi asam basa
dengan menggunakan TDM-POE. (Skripsi). Departemen Pendidikan Kimia
UPI Bandung.
Artdej, R. dkk. (2010). Thai Grade 11 students’ alternative conceptions for acid–
base chemistry. Research in Science & Technological Education, 28 (2), hlm.
167-183.
Aydin, S. dkk. (2014). Turkish, Indian, and American chemistry textbooks use of
inscriptions to represent ‘types of chemical reactions’. Eurasia Journal of
Mathematics, Science & Technology Education, 10 (5), hlm. 383-393.
Ayodele dan Olagoke, M. (2013). Reading ease of basic science materials and
students’ learning outcome in junior secondary school. Asian Journal of
Education and e-Learning, 1 (2), hlm. 118-123.
Azizah, I. I. (2015). Pengembangan strategi pembelajaran intertekstual dengan
POGIL pada materi asam basa untuk meningkatkan penguasaan konsep dan
keterampilan proses sains siswa. (Skripsi). Departemen Pendidikan Kimia
UPI Bandung.
Barke, H., Hazari, A., & Yitbarek, S. (2009). Misconceptions in chemistry. Berlin:
Springer.
Bergqvist, A. dkk. (2013). Representations of chemical bonding models in school
textbooks-help or hindrance for understanding?. Chemistry Education
Research and Practice, 14, hlm. 589-606.
Bormuth, J. R. (1967). Cloze test procedure. Los Angeles: University of
California
Brady, J. E., Jespersen, N. D., & Hyslop, A. (2012). Chemistry the molecular
nature of matter. United State: John Wiley and Sons, Inc.
Brown, T. E., LeMay, H. E., & Bruce E. (2012). Chemistry: The central science.
New York: Pearson Prentice Hall.
ÇETİNGÜL, P.ĺ. dan GEBAN, Ӧ. (2005). Understanding of acid-base concept by
using conceptual change approach. Hacettepe Üniversitesi Journal of
Edueation, 29, hlm. 69-74.
99
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
100
Chang, R. & Overby, J. (2011). General chemistry. New York: McGraw-Hill
Chavkin, L. (2012). Readability and reading ease revisited: State-adopted science
textbooks. The Clearing House: A Journal of Educational Strategies, Issues
and Ideas, 70 (3), hlm. 151-154.
Damanhuri, M. I. M. dkk. (2016). High school students’ understanding of acidbase concepts: An ongoing challenge for teachers. International Journal of
Environmental & Science Education, 2016, 11 (1), hlm. 9-27.
DEMÐRCÐOGLU, G. (2009). Comparison of the effects of conceptual change
texts implemented after and before instruction on secondary school students’
understanding of acid-base concepts. Asia-Pacific Forum on Science
Learning and Teaching, 10 (2), hlm. 1-29.
Depdiknas. (2008). Panduan pengembangan bahan ajar. Jakarta: Dirjen
Dikdasmen.
Fry, E. (1977). Fry's readability graph: Clarifications, validity, and extension to
level 17. Journal of Reading, 21 (3), hlm. 242-252.
Furió-Más, C. dkk. (2007). How are the concepts and theories of acid–base
reactions presented? chemistry in textbooks and as presented by teachers.
International Journal of Science Education, 27 (11), hlm. 1337–1358.
Gegios, T., Salta, K., & Koinis, S. (2016). The Greek chemistry textbook and
students' difficulties. Chemistry Education Research and Practice, hlm. 1-19.
Gilbert, J. K. & Treagust, D. F. (2009). Macro, submicro, and symbolic
representation and the relationship between them: Key models in chemical
education. Dalam Gilbert, J. K. & Treagust, D. F., Multiple representation in
chemical education (hlm. 1-8). Boston: Springer.
Gkitzia, V., Salta, K. & Tzougraki, C. (2011). Development and application of
suitable criteria for the evaluation of chemical representations in school
textbooks. Chemistry Education Research and Practice, 12, hlm. 5-14.
Hoe, K. Y. & Ramanathan, S. (2015). On the prevalence of alternative
conceptions on acid-base chemistry among secondary students: Insights
from cognitive and confidence measures. Chemistry Education Research
and Practice, 17, hlm. 263-282.
Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological?.
Chemistry Education: Research and Practice in Europe, 1 (1), hlm. 9-15.
Kala, N., Yaman, F., & Ayas, A. (2012). The effectiveness of predict–observe–
explain technique in probing students’ understanding about acid–base
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
101
chemistry: A case for the concepts of ph, poh, and strength. International
Journal of Science and Mathematics Education, 11, hlm. 555-574.
Kamus Besar Bahasa Indonesia. (2016). Prototype. [Online]. Diakses dari
http://kbbi.web.id/prototipe.
Kousathana, M., Demerouti, M. & Tsaparlis, G. (2005). Instructional
misconceptions in acid-base equilibria: An analysis from a history and
philosophy of science perspective. Science & Education, 14, hlm. 173-193.
Lin, J., Chiu, M., & Liang, J. (2004). Exploring mental models and causes of
students’ misconceptions in acids and bases. National Taiwan Normal
University Graduate Institute of Science Education, hlm. 1-12.
Mc.Clary, M. & Bretz, L. B. (2012). Development and assessment of a diagnostic
tool to identify organic chemistry students’ alternative conceptions related to
acid strength. International Journal of Science Education, 34 (15), hlm.
2317–2341.
Mulyono. (2015). Handout perkuliahan perencanaan pembelajaran kimia.
Bandung: Departemen Pendidikan Kimia FPMIPA UPI
Nyachwaya, J.M., dan Wood, N. B. (2014). Evaluation of chemical
representations in physical chemistry textbooks. Chemistry Education
Research and Practice, 15, hlm. 720-728.
Nurhayati, T. (2009). Pengembangan strategi pembelajaran intertekstual pada
materi asam basa kelas XI. (Skripsi). Departemen Pendidikan Kimia UPI
Bandung.
Österlund, L., Berg, A., & Ekborg, M. (2010). Redox models in chemistry
textbooks for the upper secondary school: Friend or foe?. Chemistry
Education Research and Practice, 11, hlm. 182–192.
Oxford
Dictionaries.
(2016).
Prototype.
[Online].
http://en.oxforddictionaries.com/definition/prototype.
Diakses
dari
Paik, S. H. (2015). Understanding the relationship among Arrhenius, Brønstedlowry and Lewis theories. Journal of Chemical Education, 92 (9), hlm. 14841489.
Petrucci, R. H. dkk. (2011). General chemistry: Principles and modern
application. Toronto: Pearson Canada Inc.
Plett, H. F. (1991). Intertextuality. New York: Walter de Gruyter.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
102
Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta:
DIVA Press.
Ramnarain, U. & Joseph, A. (2012). Learning difficulties experienced by grade 12
South African students in the chemical representation of phenomena.
Chemistry Education Research and Practice, 13, hlm. 462–470.
Readability Formulas. (2016). The Fry graph readability formula. [Online].
Diakses
dari
http://www.readabilityformulas.com/fry-graph-readabilityformula.php.
Rosmaini. (2011). Keterbacaan buku teks. Medan : Fakultas Bahasa dan Seni
Universitas Negeri Medan.
Saeed, M. & Rashid, S. (2014). Alignment between chemistry curriculum and
textbooks at secondary level. The Sindh University Journal of Education,
43, hlm. 29-46.
Șendur G., Toprak, M., & Pekmez, E. S. (2011). An analysis of analogies used in
secondary chemistry textbooks. Procedia Computer Science, 3, hlm. 307–
311.
Sesen, B.A. & Tarhan, L. (2011). Active-learning versus teacher centered
instruction for learning acids and bases. Research in Science & Technological
Education, 29 (2), hlm. 205–226.
Silberberg, M. S. (2007). Principle of general chemistry. New York: McGrawHill.
Sirhan, G. (2007). Learning difficulties in chemistry: An overview. Journal of
Turkish Science Education, 4 (2), hlm. 2-20.
Sitepu, B. P. (2012). Penulisan buku teks pelajaran. Bandung: PT Remaja
Rosdakarya.
Souza, K. A. F. D & Porto, P. A. (2012). Chemistry and chemical education
through text and image: Analysis of twentieth century textbooks used in
Brazilian context. Science & Education, 21, hlm. 705–727.
Stojanovska, M., Petruševski, P. M., & Šoptrajanov, B. (2014). Study of the use
of the three levels of thinking and representation. CONTRIBUTIONS, Section
of Natural, Mathematical and Biotechnical Sciences MASA, 35 (1), hlm. 37–
46.
Sugiyono. (2016). Metode penelitian pendidikan (pendekatan kuantitatif,
kualitatif, dan R&D. Bandung: Alfabeta.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu
103
Sukmadinata, N. S. (2012). Metode penelitian pendidikan. Bandung: Rosdakarya
Offset.
Suryadi, A. (2007). Tingkat keterbacaan wacana sains dengan teknik klos. Jurnal
Sosioteknologi, 10, hlm. 196-200.
Taber, K. S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of
chemical and the psychology of learning to inform chemistry education.
Chemistry Education Research and Practice, 14, hlm. 156-168.
Treagust, D. F., Chittleborough, G. & Mamiala T. (2003). The role of
submicroscopic and symbolic representation in chemical education.
International Journal of Science Education, 25 (11), hlm. 1353-1368.
Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in
chemistry: Emergence in chemistry and its implications for chemical
education. Chemical Education Research and Practices, 17, hlm. 229-245.
Tuysuz, M. dkk. (2011). Pre-service chemistry teachers’ understanding of phase
changes and dissolution at macroscopic, symbolic, and microscopic levels.
Procedia Social and Behavioral Sciences, 15, hlm. 452–455.
Universitas Pendidikan Indonesia. (2015). Pedoman penulisan karya ilmiah.
Bandung: UPI Press.
Whitten, K.W. dkk. (2004) General chemistry 7th edition. Philadelphia: Saunders
College Publishing.
Wu, H. K. (2002). Linking the microscopic view of chemistry to real-life
experiences intertextuality in a high school science classroom. Wiley
Periodical, hlm. 868-891.
Yong, B. C. S. (2010). Can students read secondary science textbooks
comfortably?. Brunei International Journal of Science and Mathematics
Education, 2 (1), hlm. 59-67.
Yunita, N. (2013). Implementasi strategi pembelajaran intertekstual pada materi
asam basa kelas XI. (Skripsi). Departemen Pendidikan Kimia UPI Bandung.
Zumdahl, S. S., Zumdahl, S. L. (2010). Chemistry (eighth edition). United States
of America: Cengage Learning.
Rahmi Sri Setyawati Dewi, 2016
PENGEMBANGAN PROTOTYPE BUKU TEKS PELAJARAN BERBASIS INTERTEKSTUAL PAD A
MATERI ASAM BASA
Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu