T IPA 1102544 Bibliography
DAFTAR PUSTAKA
Ambross, J.N. (2011). A Case Study of the Implementation of Science Process
Skills for Grades 4 to 7 Learners in Natural Sciences in a South African
Primary School. Johannesburg: Nelson Mandela Metropolitan University.
Arikunto, S. (2011). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Ashkenazi, G & Zimrot, R. (2007). Interactive Lecture Demonstrations: A Tool
for Exploring and Enhancing Conceptual Change. Chemistry Education
Research and Practice, 8(2), hlm. 197 – 211.
Badan Standar Nasional Pendidikan. (2006). Panduan Penyusunan Kurikulum
Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah .
Jakarta: BSNP.
Bao, L. (2006). Theoretical Comparison of Average Normalized Gain
Calculations. American Journal of Physics, 7(10), hlm. 917 – 922.
Beatty,
I. (2004). Transforming Student Learning With Classroom
Communication Systems. EDUCAUSE Center for Applied Research, 3,
hlm. 1 – 13.
Brown,
D.
(2014).
Tracker
4.84.
http://www.opensourcephysics.org.
[Online].
Diakses
dari
Chang, W. (2002). Interactive Teaching Approach in Year One University
Physics in Taiwan: Implementation and Evaluation. Asia-Pacific Forum
on Science Learning and Teaching, 3(1), hlm. 1 – 23.
Churukian, A.D. (2002). Interactive Engangement in an Introductory University
Physics Course: Learning Gains and Perceptions. (Disertasi). Kansas
State University, Manhattan.
Crouch, C, dkk. (2004). Classroom Demonstrations: Learning Tools or
Entertainment? American Journal of Physics. American Association of
Physics Teacher.
Dahar, R.W. (1996). Teori-teori Belajar . Jakarta: Erlangga.
Daluba, N.E & Mama, R.O. (2012). A Comparative Analysis of The Effect of
Greeno Problem Solving and Demonstration Teaching Methods on
Students’ Achievement In Agricultural Science. Journal of Engineering
Trends in Educational Research and Policy Studies, 3(2), hlm. 179 – 184.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
82
83
David, H. (1996). Misconceptions or P-Prims: How May Alternative Perspectives
of Cognitive Structure Influence Instructional Perceptions and Intentions?.
The Journal of The Learning Sciences, 5(2), hlm. 97 – 127.
Demirci, N. (2005). A Study About Students’ Misconceptions in Force and
Motion Concepts by Incorporating a Web-Assisted Physics Program. The
Turkish Online Journal of Educational Technology, 4(3), hlm. 40 – 48.
Dori, Y.J & Belcher, J. (2005). How Does Technology-Enabled Active Learning
Affect Undergraduate Students’ Understanding of Electromagnetism
Concepts?. The Journal of The Learning Sciences, 14(2), hlm. 243 – 279.
Dufresne, R.J, dkk. (1996). Classtalk: A Classroom Communication System For
Active Learning. Journal of Computing In Higher Education , 7, hlm. 3 –
47.
Dufresne, R.J, dkk. (2000). Assessing Student Knowledge With Instructional
Technology. Amherst: University of Massachusetts, Physics Education
Research Group.
Eryanti. (2012). Penerapan Model Pembelajaran Konstruktivisme dengan
Pendekatan Keterampilan Proses Sains untuk Meningkatkan Penguasaan
Konsep dan Keterampilan Berkomunikasi Siswa pada Konsep Hormon.
(Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia,
Bandung.
Eryilmaz, A. (2002). Effects of Conceptual Assignments and Conceptual Change
Discussions on Students’ Misconceptions and Achievement Regarding
Force and Motion. Journal of Research in Science Teaching , 39(10), hlm.
1001 – 1015.
Eryilmaz, H. (2004). The Effect of Peer Instruction on High School Students’
Achievement and Attitudes Toward Physics. (Tesis). The Middle East
Technical University, Istanbul.
Escalada, L.T. (1995). An Investigation on The Effect of Using Interactive Digital
Video in a Physics Classroom on Student Learning and Attitudes. (Tesis).
Kansas State University, Manhattan.
Fisher, K. (2010). Technology-Enabled Active Learning Environments: An
Appraisal. Paris: OECD.
Fraenkel, J.C., and Wallen N.E. (2007). How to Design and Evaluate Research in
Education. New York: McGraw-Hill, inc.
Guemez, J, dkk. (2009). Toys in Physics Lectures and Demonstrations – A Brief
Review. Physics Education, 44(1), hlm. 53 – 64.
Hake, R.R. (1998). Interactive Engagement Methods In Introductory Mechanics
Courses. Journal of Physics Education Research, hlm. 1 – 39.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
84
Harcharan, P. (2000). Science Activities and Ideas, Experiencing Science Process
Skills. Edmonton: CMASTE, University of Alberta.
Harvard – Smithsonian Center for Astrophysics. (2001). Science in Focus: Force
and Motion. Burlington: Anneberg/CPB.
Hestenes, D, dkk. (1992). Force Concept Inventory. The Physics Teacher , 30,
hlm. 141 – 158.
Jalaludin, D. (2009). Penggunaan Model Pembelajaran Berbasis Masalah dengan
Pendekatan Inkuiri Terbimbing untuk Meningkatkan Penguasaan Konsep
Listrik Dinamis dan Kecakapan Ilmiah Siswa SMA. (Tesis). Sekolah
Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Johnson, D & Brock, M. (2009). Using Learning Progressions to Develop and
Implement an Inquiry Model for Force and Motion at K-5 Level, The
Learning Progressions in Science (LeaPS) Conference. Iowa City.
Kementrian Pendidikan dan Kebudayaan. (2013). Implementasi Kurikulum 2013.
Jakarta: Kemendikbud.
Krathwohl, D.R. (2002). A Revision of Bloom’s Taxonomy: An Overview.
Theory into Practice, 41(4), hlm. 212 – 218.
Maftei, G. (2011). The Interactive Teaching Methods – The Vectors of Success In
Learning Physics, The 6th International Conference On Virtual Learning ,
hlm. 160 -166.
Marusic M & Slisco J. (2012). Increasing The Attractiveness of School Physics:
The Effect of Two Different Designs of Physics Learning. Revista
Mexicana de Fisica , E(58), hlm. 75 – 83.
Mazzolini, A.P, dkk. (2010). Using Interactive Lecture Demonstrations to
Enhance Student Learning in Electronics, proceedings of The 2010 AaeE
Conference, Sydney, hlm. 417 – 422.
Meltzer, D.E & Thornton, R.K. (2012). Active-Learning Instruction In Physics.
American Journal of Physics, 80(6), hlm. 478 – 496.
Monaghan, J.M & Clement, J. (2000). Algorithms, Visualization, and Mental
Models: High School Students’ Interactions With a Relative Motion
Simulation. Journal of Science Education and Technology, 9(4), hlm. 311
– 325.
Mualem, R & Eylon, B.S. (2007). “Physics With A Smile” – Explaining
Phenomena With A Qualitative Problem-Solving Strategy. The Physics
Teacher , 45, hlm. 158 – 163.
Pacific Policy Research Center. (2010). 21st Century Skills for Students and
Teacher . Honolulu: Kamehameha Schools, Research and Evaluation
Division.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
85
Panggabean, L. (1996). Penelitian Pendidikan. Bandung : Jurusan Pendidikan
Fisika FPMIPA UPI.
Panggabean, L. (2001). Statistika Dasar . Bandung : Jurusan Pendidikan Fisika
FPMIPA UPI.
Picard, R.W, dkk. (2004). Active Learning – A Manifesto. BT Technology
Journal, 22(4), hlm. 253 – 269.
Prince, M. (2004). Does Active Learning Work? A Review of The Research.
Journal of Engineering Education, 93(3), hlm. 223 – 231.
Pundak, D, dkk. (2009). Instructors’ Attitude Toward Active Learning.
Interdisciplinary Journal of E-Learning and Learning Objects, 5, hlm. 215
– 232.
Rahmawati. (2014). Tes PISA Higher Order Thinking Contextual Assessment,
Bimbingan Teknis Sosisalisasi PISA (Program for International Student
Assessment). Surabaya: Puspendik.
Sabatka, Z. (2009). Interactive Physics Laboratory for High School Students
(Experiences and Teachers’ Opinions). WDS ’09 Proceedings of
Contributed Papers, Part III(hlm. 252 – 257).
Shieh, R.S, dkk. (2011). Technology Enabled Active Learning (TEAL) in
Introductory Physics: Impact On Genders and Achievement Levels.
Australasian Journal of Educational Technology, 27(7), hlm. 1082 – 1099.
Sokoloff, D.R. (2012). Active Learning of Introductory Optics: Strategies for The
U.S. and Develoving World. Latin American Journal of Physics
Education. 6(1), hlm. 16 – 22.
Sokolof, D & Thornton, R. (2004). Interactive Lecture Demonstrations: Active
Learning in Introductory Physics. New York: John Wiley & Sons, Inc.
Sudjana, N & Ibrahim. (2010). Penelitian dan Penilaian Pendidikan. Bandung:
Sinar Baru Algensindo.
Tebabal, A & Kahssay, G. (2011). The Effects of Student-Centered Approach in
Improving Students’ Graphical Interpretation Skills and Conceptual
Understanding of Kinematical Motion. Latin American Journal of Physics
Education, 5(2), hlm. 374 – 381.
Temizkan, D. (2003). The Effect of Gender on Different Categories of Students’
Misconceptions About Force and Motion. (Tesis). Middle East Technical
University, Istanbul.
Terenzini, P.T, dkk. (2001). Collaborative Learning vs. Lecture Discussion:
Students’ Reported Learning Gains. Journal of Engineering Education,
hlm. 123 – 130.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
86
Turker, F. (2005). Developing a Three-Tier Test to Assess High School Students’
Misconceptions Concerning Force and Motion . (Tesis). The Middle East
Technical University, Istanbul.
***
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Ambross, J.N. (2011). A Case Study of the Implementation of Science Process
Skills for Grades 4 to 7 Learners in Natural Sciences in a South African
Primary School. Johannesburg: Nelson Mandela Metropolitan University.
Arikunto, S. (2011). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Ashkenazi, G & Zimrot, R. (2007). Interactive Lecture Demonstrations: A Tool
for Exploring and Enhancing Conceptual Change. Chemistry Education
Research and Practice, 8(2), hlm. 197 – 211.
Badan Standar Nasional Pendidikan. (2006). Panduan Penyusunan Kurikulum
Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah .
Jakarta: BSNP.
Bao, L. (2006). Theoretical Comparison of Average Normalized Gain
Calculations. American Journal of Physics, 7(10), hlm. 917 – 922.
Beatty,
I. (2004). Transforming Student Learning With Classroom
Communication Systems. EDUCAUSE Center for Applied Research, 3,
hlm. 1 – 13.
Brown,
D.
(2014).
Tracker
4.84.
http://www.opensourcephysics.org.
[Online].
Diakses
dari
Chang, W. (2002). Interactive Teaching Approach in Year One University
Physics in Taiwan: Implementation and Evaluation. Asia-Pacific Forum
on Science Learning and Teaching, 3(1), hlm. 1 – 23.
Churukian, A.D. (2002). Interactive Engangement in an Introductory University
Physics Course: Learning Gains and Perceptions. (Disertasi). Kansas
State University, Manhattan.
Crouch, C, dkk. (2004). Classroom Demonstrations: Learning Tools or
Entertainment? American Journal of Physics. American Association of
Physics Teacher.
Dahar, R.W. (1996). Teori-teori Belajar . Jakarta: Erlangga.
Daluba, N.E & Mama, R.O. (2012). A Comparative Analysis of The Effect of
Greeno Problem Solving and Demonstration Teaching Methods on
Students’ Achievement In Agricultural Science. Journal of Engineering
Trends in Educational Research and Policy Studies, 3(2), hlm. 179 – 184.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
82
83
David, H. (1996). Misconceptions or P-Prims: How May Alternative Perspectives
of Cognitive Structure Influence Instructional Perceptions and Intentions?.
The Journal of The Learning Sciences, 5(2), hlm. 97 – 127.
Demirci, N. (2005). A Study About Students’ Misconceptions in Force and
Motion Concepts by Incorporating a Web-Assisted Physics Program. The
Turkish Online Journal of Educational Technology, 4(3), hlm. 40 – 48.
Dori, Y.J & Belcher, J. (2005). How Does Technology-Enabled Active Learning
Affect Undergraduate Students’ Understanding of Electromagnetism
Concepts?. The Journal of The Learning Sciences, 14(2), hlm. 243 – 279.
Dufresne, R.J, dkk. (1996). Classtalk: A Classroom Communication System For
Active Learning. Journal of Computing In Higher Education , 7, hlm. 3 –
47.
Dufresne, R.J, dkk. (2000). Assessing Student Knowledge With Instructional
Technology. Amherst: University of Massachusetts, Physics Education
Research Group.
Eryanti. (2012). Penerapan Model Pembelajaran Konstruktivisme dengan
Pendekatan Keterampilan Proses Sains untuk Meningkatkan Penguasaan
Konsep dan Keterampilan Berkomunikasi Siswa pada Konsep Hormon.
(Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia,
Bandung.
Eryilmaz, A. (2002). Effects of Conceptual Assignments and Conceptual Change
Discussions on Students’ Misconceptions and Achievement Regarding
Force and Motion. Journal of Research in Science Teaching , 39(10), hlm.
1001 – 1015.
Eryilmaz, H. (2004). The Effect of Peer Instruction on High School Students’
Achievement and Attitudes Toward Physics. (Tesis). The Middle East
Technical University, Istanbul.
Escalada, L.T. (1995). An Investigation on The Effect of Using Interactive Digital
Video in a Physics Classroom on Student Learning and Attitudes. (Tesis).
Kansas State University, Manhattan.
Fisher, K. (2010). Technology-Enabled Active Learning Environments: An
Appraisal. Paris: OECD.
Fraenkel, J.C., and Wallen N.E. (2007). How to Design and Evaluate Research in
Education. New York: McGraw-Hill, inc.
Guemez, J, dkk. (2009). Toys in Physics Lectures and Demonstrations – A Brief
Review. Physics Education, 44(1), hlm. 53 – 64.
Hake, R.R. (1998). Interactive Engagement Methods In Introductory Mechanics
Courses. Journal of Physics Education Research, hlm. 1 – 39.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
84
Harcharan, P. (2000). Science Activities and Ideas, Experiencing Science Process
Skills. Edmonton: CMASTE, University of Alberta.
Harvard – Smithsonian Center for Astrophysics. (2001). Science in Focus: Force
and Motion. Burlington: Anneberg/CPB.
Hestenes, D, dkk. (1992). Force Concept Inventory. The Physics Teacher , 30,
hlm. 141 – 158.
Jalaludin, D. (2009). Penggunaan Model Pembelajaran Berbasis Masalah dengan
Pendekatan Inkuiri Terbimbing untuk Meningkatkan Penguasaan Konsep
Listrik Dinamis dan Kecakapan Ilmiah Siswa SMA. (Tesis). Sekolah
Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Johnson, D & Brock, M. (2009). Using Learning Progressions to Develop and
Implement an Inquiry Model for Force and Motion at K-5 Level, The
Learning Progressions in Science (LeaPS) Conference. Iowa City.
Kementrian Pendidikan dan Kebudayaan. (2013). Implementasi Kurikulum 2013.
Jakarta: Kemendikbud.
Krathwohl, D.R. (2002). A Revision of Bloom’s Taxonomy: An Overview.
Theory into Practice, 41(4), hlm. 212 – 218.
Maftei, G. (2011). The Interactive Teaching Methods – The Vectors of Success In
Learning Physics, The 6th International Conference On Virtual Learning ,
hlm. 160 -166.
Marusic M & Slisco J. (2012). Increasing The Attractiveness of School Physics:
The Effect of Two Different Designs of Physics Learning. Revista
Mexicana de Fisica , E(58), hlm. 75 – 83.
Mazzolini, A.P, dkk. (2010). Using Interactive Lecture Demonstrations to
Enhance Student Learning in Electronics, proceedings of The 2010 AaeE
Conference, Sydney, hlm. 417 – 422.
Meltzer, D.E & Thornton, R.K. (2012). Active-Learning Instruction In Physics.
American Journal of Physics, 80(6), hlm. 478 – 496.
Monaghan, J.M & Clement, J. (2000). Algorithms, Visualization, and Mental
Models: High School Students’ Interactions With a Relative Motion
Simulation. Journal of Science Education and Technology, 9(4), hlm. 311
– 325.
Mualem, R & Eylon, B.S. (2007). “Physics With A Smile” – Explaining
Phenomena With A Qualitative Problem-Solving Strategy. The Physics
Teacher , 45, hlm. 158 – 163.
Pacific Policy Research Center. (2010). 21st Century Skills for Students and
Teacher . Honolulu: Kamehameha Schools, Research and Evaluation
Division.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
85
Panggabean, L. (1996). Penelitian Pendidikan. Bandung : Jurusan Pendidikan
Fisika FPMIPA UPI.
Panggabean, L. (2001). Statistika Dasar . Bandung : Jurusan Pendidikan Fisika
FPMIPA UPI.
Picard, R.W, dkk. (2004). Active Learning – A Manifesto. BT Technology
Journal, 22(4), hlm. 253 – 269.
Prince, M. (2004). Does Active Learning Work? A Review of The Research.
Journal of Engineering Education, 93(3), hlm. 223 – 231.
Pundak, D, dkk. (2009). Instructors’ Attitude Toward Active Learning.
Interdisciplinary Journal of E-Learning and Learning Objects, 5, hlm. 215
– 232.
Rahmawati. (2014). Tes PISA Higher Order Thinking Contextual Assessment,
Bimbingan Teknis Sosisalisasi PISA (Program for International Student
Assessment). Surabaya: Puspendik.
Sabatka, Z. (2009). Interactive Physics Laboratory for High School Students
(Experiences and Teachers’ Opinions). WDS ’09 Proceedings of
Contributed Papers, Part III(hlm. 252 – 257).
Shieh, R.S, dkk. (2011). Technology Enabled Active Learning (TEAL) in
Introductory Physics: Impact On Genders and Achievement Levels.
Australasian Journal of Educational Technology, 27(7), hlm. 1082 – 1099.
Sokoloff, D.R. (2012). Active Learning of Introductory Optics: Strategies for The
U.S. and Develoving World. Latin American Journal of Physics
Education. 6(1), hlm. 16 – 22.
Sokolof, D & Thornton, R. (2004). Interactive Lecture Demonstrations: Active
Learning in Introductory Physics. New York: John Wiley & Sons, Inc.
Sudjana, N & Ibrahim. (2010). Penelitian dan Penilaian Pendidikan. Bandung:
Sinar Baru Algensindo.
Tebabal, A & Kahssay, G. (2011). The Effects of Student-Centered Approach in
Improving Students’ Graphical Interpretation Skills and Conceptual
Understanding of Kinematical Motion. Latin American Journal of Physics
Education, 5(2), hlm. 374 – 381.
Temizkan, D. (2003). The Effect of Gender on Different Categories of Students’
Misconceptions About Force and Motion. (Tesis). Middle East Technical
University, Istanbul.
Terenzini, P.T, dkk. (2001). Collaborative Learning vs. Lecture Discussion:
Students’ Reported Learning Gains. Journal of Engineering Education,
hlm. 123 – 130.
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
86
Turker, F. (2005). Developing a Three-Tier Test to Assess High School Students’
Misconceptions Concerning Force and Motion . (Tesis). The Middle East
Technical University, Istanbul.
***
Yadi Suryadi, 2016
PENERAPAN PEMBELAJARAN ACTIVE LEARNING DENGAN DEMONTRASI INTERAKTIF UNRUK
MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERKOMUNIKASI SISWA PADA
POKOK BAHASAN GERAK
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu