USING SELF-ASSESSMENT TO EXPRESS STUDENTS CONCEPT MASTERY OF CELL IN BILINGUAL TEACHING IN 11 TH GRADE SCIENCE OF SMA N 1 SIDIKALANG.
USING SELF-
ASSESSMENT TO EXPRESS STUDENTS’
CONCEPT MASTERY OF CELL IN BILINGUAL
TEACHING IN 11TH GRADE SCIENCE
OF SMA NEGERI 1 SIDIKALANG
By:
Siti Sumari Harahap 408141108
Biology Bilingual Education
SKRIPSI
Submitted to the State University of Medan as a fulfillment as Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2012
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Title USING SELF-ASSESSMENT TO EXPRESS STUDENTS' CONCEPT MASTERY OF CELL IN BILINGUAL TEACHING IN 11TH GRADE SCIENCE OF SMA NEGERI 1 SIDIKALANG
Name ID
Study Program Department
: Siti Sumari Harahap : 408141108
:Bilingual
: Biology Education
Approved by: Advisor,
cp
Prof. Dr. Herbert Sipahutar, M.S. M.Si NIP.196106261987101001
Legalised by:
Head Department of Biology, Coordinator of Bilingual Program,
Drs. Tffiiarsono, M. Si
~P.196512311990031018
~
Prof. Dr. Herbert Sipahutar, M.S. M.Si
~P.196106261987101001
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ACKNOWLEDGEMENT
Syukur Alhamdulillah, the writer would like to praise and thank Allah SWT, the almighty, who has granted countless blessing and opportunity to her so that she is finally able to finish the thesis.
The thesis which is titled "Using Self-Assessment to Express Students’ Concept Mastery Test of Cell in Bilingual Teaching in 11th Grade Science of SMA N 1 Sidikalang" is compiled to complete the terms obtained for her Sarjana Pedidikan from Faculty of Mathematics and Natural Science, UNIMED.
The success of this thesis depends largely on the encouragement and guidelines of many others. She takes this opportunity to express her thankful to the people who have been instrumental in the successful completion of this thesis. She would like to say her greatest appreciation to Prof. Dr. Herbert Sipahutar, M.S., M.Sc., as the thesis supervisor also as coordinator of Bilingual Program. She can not say thank you enough for his tremendous support and suggestion. Another great appreciation is addressed to Dr. Rer nat Binari Manurung, M.Si., Dra. Meida Nugrahalia, M.Sc., Dra. Martina A. Napitupulu, M.Sc., as her examiners, for the valuable suggestions to be included in this thesis and spent precious time in giving the encouragement and comments for this thesis.
She gratefully acknowledges the deepest gratitude to Drs. Nusyirwan, M.Si., as the academic advisor. She also would say thank to all lecturers of Biology Education Bilingual Program, who have gave the valuable knowledge during the completion of this thesis.
Special thanks are extended to Drs. Alben Sianturi as the headmaster of SMA Negeri 1 Sidikalang, Mr. Wahidin S.Pd as Biology teacher of grade eleven science classes of SMA Negeri 1 Sidikalang, for the guiding and cooperation during research.
She could not find precious words to represent her grateful thank for her beloved parents Sonar Muda Harahap and Dra. Ellianur Hasibuan, for having
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given her unfailing support and encouragement during the academic year and the completion of this thesis, also for her lovely brothers and sister, Arif T. Harahap, Rafly Rasyad Harahap and Siti Rina A. Harahap for always trying to keep her on track whenever and whatever problems she has to overcome.
Last but not least, the attention and lovely support received from her entire best friend in Majlis Taklim (Sukma, Qije, Nopi) also in Everlasting Friendship of Biology Biligual ’08 Debo, Kistin, Winwin, Uci, Isah, Tari, Keasy, Meti, Rahmad, Hasymi, Noviyanti, Maria, Henny, Wenny, Maya, Silvia, Vero and all friends from Biology Bilingual Program Year 2008 for their laugh, togetherness and friendship. The special thank also delivered to Nike Anatasia for her kindness to join the last but not the lost group and together with them finished the ending of thesis’ misery.
The writer has tried to finish this thesis as good as possible, but she is aware there are still many weaknesses of both content and grammar of this thesis. Hopefully, this thesis would be useful to the reader.
October, 2012 The writer
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USING SELF-
ASSESSMENT TO EXPRESS STUDENTS’
CONCEPT MASTERY OF CELL IN BILINGUAL
TEACHING IN 11
THGRADE SCIENCE OF
SMA N 1 SIDIKALANG
Siti Sumari Harahap
408141108
ABSTRACT
Teachers in RSBI schools tend to be reluctant to use English as their medium instruction in teaching and learning process. They assume that students will be difficult to understand the concept if the topic is delivered in English. That is one of the reasons why teachers do not use English in Biology teaching. However, students can evaluate themselves whether they understand or do not. Self-assessment is one of alternative assessments that can help teachers and students to express the students’ concept mastery of the topic which is delivered by using English. Therefore, this research aims to know the using of self-assessment to express students’ concept mastery of cell in bilingual teaching process for 11th Science-1 students of SMA Negeri 1 Sidikalang.
The population of this research is all 11th grade science students of SMA Negeri 1 Sidikalang who taught bilingually. The sample of this research is 11th Science-1 students which is determined purposively. The concept that is used by researcher is cell concept. The using of English in teaching process is increased gradually in four meetings. There are three instruments that were used in this research, self-assessment sheets, students’ concept mastery test of cell and Questionnaires. The research result shows that students who assessed themselves understand the concept tend to get high scores in students’ concept mastery test. The correlation analysis shows that coefficient between self-assessment (SA) points and students’ concept mastery (SCMT) points represent the weak correlation (raverge = 0,225). It means students that have good self-assessment also have good result of concept mastery test, altough it is found only for a small number of students. Students’ concept mastery that was expressed from SA point showed that students still can get the concept even it is served in English.
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TABLE OF CONTENT
Legalization Sheet Abstract
Autobiography Acknowledgement Table of Content List of Tables List of Figures Appendix
CHAPTER 1 INTRODUCTION 1.1. Background of The Study 1.2. Problem Identification 1.3. Research Scope 1.4. Research Questions 1.5. Objectives
1.6. Significants
1.7. Operational Definition
CHAPTER 2 THEORITICAL BACKGROUND 2.1. Bilingual Teaching
2.2. Assesment
2.2.1. Self Assesment Definition 2.2.2. Using Self Assessment
2.2.3. Strengths and Weaknesses of Self Assessment 2.3. Students Mastery Concept
2.4. Cell Concept
2.5. Conceptual Framework
Page i ii iii iv vi viii xi x 1 3 4 4 4 4 5 6 7 7 8 9 10 12 18
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CHAPTER 3 RESEARCH METHOD 3.1. Time and Location
3.2. Population and Sample
3.3. Variables and Research Instruments 3.3.1. Variables
3.3.2. Research Instrument 3.4. Research Procedures 3.5. Data Collection 3.6. Data Analysis
CHAPTER 4 RESULT AND DISCUSSION 4.1. Research Result
4.1.1. Result 4.2. Discussion
4.2.1. Self-Assessment
4.2.2. English in Biology Teaching
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS 5.1. Conclusion
5.2. Suggestions
REFERENCES
20 20 20 20 21 26 29 30
33 33 42 44 46
47 47
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List of Figure
Figure 2.1. The Picture of Electron Micrograph of Plasma Membrane
Figure 2.2. The Size and Structure of Nuclei in Prokaryotic and Eukaryotic
Figure 2.3. The Structure and Distribution of Vacuole in Animal and Plant Cell
Figure 2.4. The Scheme of Conceptual Framework
Figure 3.1. The Relation between Dependent, Independent and Moderator Variable
Figure 3.2. The Scheme of Research Procedures
Figure 4.1. The Graph of Comparison of Students’ Points in
Students’ Concept Mastery Test (SCMT) of Cell and
Self-Assessment (SA) in the First Meeting Figure 4.2. The Graph of Comparison of Students’ Points in
Students’ Concept Mastery Test (SCMT) of Cell and
Self-Assessment (SA) in the Second Meeting Figure 4.3. The Graph of Comparison of Students’ Points in
Students’ Concept Mastery Test (SCMT) of Cell and
Self-Assessment (SA) in the Third Meeting Figure 4.4. The Graph of Comparison of Students’ Points in
Students’ Concept Mastery Test (SCMT) of Cell and
Self-Assessment (SA) in the Fourth Meeting
Figure 4.5. The Graph of correlation between SA point and SCMT points
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17 19 21
25 34
36
38
40
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Appendix
Appendix 1. The Syllabus Appendix 2. The Lesson Plan
Appendix 3. The Self-Assessment Sheet
Appendix 4. The Blue Print of Students Concept Mastery Test (SCMT) of Cell
Appendix 5. The Students Concept Mastery Test of Cell Appendix 6. The Answer Keys
Appendix 7. The Questionnaire
Appendix 8. The Validity of Students Concept Mastery of Cell
Appendix 9. The Calculation of Validity, Reliability, Difficulty, and Discrimination Index of SCMT of Cell
Appendix 10. The Recapitulation of SCMT Testing Appendix 11. The Recapitulation of Students’ Concept
Mastery from Self-Assessment (SA) Sheet Appendix 12. The Calculation of Correlation Coefficient of
SCMT and SA Appendix 13. The Documentation
Appendix 14. The Validity of SA and Questionnaire from Expert Lecturer
Appendix 15. The Table of r porduct moment
Page 51 56 65 74
76 85 86 89
90
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98
102 104
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CHAPTER I INTRODUCTION 1.1. Background
Bilingual teaching is a way of teaching where teaching process is held in two languages (Yasa and Suarcaya, 2009). Bilingual teaching has implemented in many countries in the world and one of them is Indonesia. In Indonesia, Bilingual teaching means as an approach that is used in a model class which became a prerequisite of Rintisan Sekolah Bertaraf Internasional (RSBI) or Sekolah Bertaraf Internasional (SBI). Sofa in Astika (2011) said the essential missions of SBI are to produce (a) the graduate of SBI that can continue their education at international level (b) can get the job opportunity in International institute or abroad and (c) can get the international medal International competition of science, mathematics, technology, art and sport. For reaching those missions, several subjects like mathematics, physics, chemistry, biology and economic are taught bilingually.
According to Depdiknas in Aryana et. al (2009) until the end of 2007, In Indonesia had been developed 299 RSBI. State University of Medan as a university of education also develop bilingual class which is aimed to prepare teacher for RSBI/SBI schools. There are seven RSBI schools that became training school of bilingual students of State University of Medan in 2011. One the seven schools above is SMA Negeri 1 Sidikalang. Researcher do closed-interview with teachers there and found that most of bilingual teacher still dareless to use English as the instructional language because they assumed that students will not understand the concept of the subject. However, the bilingual teaching in RSBI school can be done with transitional step. Darma in Astika (2011) state model of bilingual teaching that is suitable to be implemented in Indonesia is bilingual in gradual, where the use of English as the second language in learning and teaching language should be implemented gradually. In a first year the comparison of using Indonesian and English as the teaching and learning language is 25:75, and become 50:50 in the second year, and last become 75:25. So, the teacher can introduce new words in English to students gradually.
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Biology is a typical of concept-understanding science. It is prooved with all the standard competencies that are stated in standard of content in Rule of Indonesian Ministry of Education number 22 in 2006. In eleventh grade especially, there are three standard competencies that should be mastery by students. One of the concepts which are found in those is cell. Hamidah (2012: 61) in her research about the analysis of difficult concept in biology found that cell is the one of the difficult concept to be taught instead of genetic and metabolism. Cell concept is described into three points of basic competences while another concept that is taught in 11th grade only described in one basic competency.
Biology teacher in SMA Negeri 1 Sidikalang commonly only use test as assessment for getting data of students’ concept mastery. Wulan (2007) state that test as an assessment only concern about data from students result but it can not explained the process of how students get the scores. While, there are so many alternative assessment in biology teaching that can express the dimension of process of how students get the scores. One of those assessments are Self-Assessment.
Depdiknas (2007) states that self-assessment is an assessment for students to assess themselves about how the process they understand the topic and the level of achievement competencies learned. Self-assessment not only expresses what students feel when taught by teacher but also shows the students assumption about their understanding of biology. Westlake and Zitko (2010), in their research, also found that teacher who has implemented self-assessment in their class stated that the using of self assessment is one of the best ways to engage students thinking deeply about the subject.
Ningrum (2010) did the research about the using of self assessment to express students’ concept mastery of cell in regular school, and found that there is 58,12% students stated themselves understand in self assessment sheet and they get average point 67 that is categorized as good. It means that the using of self assessment give the positive response to express students concept mastery. The main key that makes this study different with the previous research is this research
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is held in RSBI School that will be taught bilingually. Self-assessment that is used in this research not only use to express students’ concept mastery of cell, but also how if the cells concept taught in bilingual teaching.
1.2. Problem Identification
From the background that described above, the problem that is identified are:
a. Biology teachers in RSBI school have not used English in teaching learning process
b. Teacher assumes that teaching students with English will make students did not get the concept
c. Cell concept is one of the difficult concept
d. Biology teacher in SMA Negeri 1 Sidikalang have not used self-assessment as students assessment yet.
1.3. Research Scope
The scope of this research is cell concept mastery of students from class XI science plus 1 of SMA Negeri 1 Sidikalang which is expressed by students self assessment. The concept mastery of cell in this research refers to students’ mastery only in cognitive side.
1.4. Research Questions
From the problem that is identified, researcher formulates research questions as mentioned below:
a. Does the using of self assessment express the students’ concept mastery of cell in bilingual learning?
b. Is it right the using of English as instructional language make the students did not get the concept of cell?
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1.5. Objectives
The objectives of this study are:
a. To express the students’ mastery concept of cell this is taught bilingually by using students’ self assessment.
b. To examine the assumption about the using of English in biology learning of Biology teacher in SMA Negeri Sidikalang that the using of English as Instructional language will make students did not get the concept of cell. 1.6. Significant
a. Theoretical Significant:
This study will add the repertoire of science of education and can be a referrence for study about the using of self assessment in bilingual teaching. b. Practical Significant:
- For school : this research will give an insight to school to develop and implement the bilingual teaching.
- For teacher : this research can be a guide for students formative assessment in biology bilingual teaching to express how far students get the concept as they though and also can be a guide for teacher to get the difficulty of students to get the concept in order to increase students achievement in learning biology.
- For student : Motivate learner to able to read and interpret knowledge that has been gained from bilingual learning and can confirm their mastery concepts themselves through self-assessment.
1.7. Operational Definition
a. Self-assessment is an assessment for students to assess themselves that related into process and the level of achievement competencies learned. Self assessment will be given to students at the end of the class to express the student’ mastery concept of cell. It composed by filling table and essay for
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students. The instrument is compiled by teacher and develops it from Standar Isi from Depdiknas.
b. Bilingual Teaching is a prerequisite of a RSBI where the teaching of biology subject is held by two languages they are mother tongue and English as a second language. Bilingual teaching that will be implemented in this study is a transitional bilingual method where English as the second language is used gradually. There will be four meetings. The first meeting will be held with 25% English as the instructional language and the 75% is in Indonesian. The second meeting, the using of English will increase become 50% and for the third and the last the using of English as instructional language will be 75%. c. Student’s Concept Mastery which in this research means the mastery of cell
concepts about the main points that describe the whole cell topic. There are 15 concept points that represent the cell topics. The test of students’ concept mastery will be given as a comparison to students’ comprehension which is stated in self assessment sheet.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1. Conclusion
The conclusions for this research are:
1. Self-assessment as a formative assessment can express the students’ concept mastery of cell. The correlation between SA and SCMT point is weak correlation, means the students that good in self-assessment is good when they are given the concept mastery test, altough it is not happened for all students. 2. Students do not have problems using English as the instructional language. It
is shown from the recapitulation of self-assessment result that most of students understand the concept of cell (Appendix 11)
5.2. Suggestions
Having considered the findings of this research, the suggestions are:
1. For biology teacher, self-assessment could be used as an alternative assessment to help teacher lists the concept that should be mastered by students and also the concept which is difficult for students to understand. 2. Teacher needs to motivate students first to be brave to express their reason
about their comprehension, so students have no difficulties to fill the self-assessment sheets.
3. Further research about the using of self-assessment in different topic need to be done.
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REFERENCES
Allen, J., and Velden, R. (2005), The Role of Self-Assessment in Measuring Skill: REFLEX Working Paper 2, Maastrich University, Netherland.
Astika, G. (2009), Model Kelas Bilingual di Sekolah Bertaraf Internasional: Sebuah Pemikiran Konseptual, http:// www.gurupembaharu.com/home/?p=2733&cpage=1, accessed on April, 28th 2012.
Aryana, P. Warpala, I., and Santosa, M., (2009), Pengembangan Model Pembelajaran Bilingual Preview-review dengan Setting Kooperatif GI Pada Mata Pelajaran Biologi Pada Siswa SMA BI. Jurnal Pendidikan dan Pengajaran, 42(3): 178 - 186
Arikunto, S. (2002), Dasar-dasar Evaluasi Pendidikan, PT. Bumi Aksara, Yogyakarta
Bruce, A., Johnson, A., and Lewis, J. (2002), Molecular Biology of The Cell, Garland Science, New York
BT/BS BIMA (2012), Kumpulan Soal Olympiade SNMPTN 2012, BT/BS BIMA, Medan, Unpublished
Cooper, G. (2000), The Cell 2nd Edition: the Molecular Approach, Boston University, Sunderland
Dalton, M., Theresa, K., Allen, L., Magnus, M., and Karl, W. (2006), Cell Biology 1th Edition. http://en.wikibooks.org/wiki/Cell_biology, accessed on July 31th 2012
Djamarah, B., and Aswan, Z. (2006) Strategi Belajar Mengajar, Rineka Cipta, Jakarta
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Hamidah, Dida. (2012), Pengembangan Profesional Guru Biologi SMA melalui program pelatihan Pedagogical content knowledge pada Materi Genetika. http://respiratori.upi.edu, accessed on July, 31th 2012
Hariwijaya, M. and Triton P.B. (2011), Pedoman Penulisan Ilmiah Skripsi dan Tesis, Oryza, Yogyakarta
Islamiatun (2012), Blak-blakan Bahas Mata Pelajaran Biologi, Cabe Rawit, Yogyakarta
Joyce, C., Spiller, L., Twist, J. (2009), Self-assessment: What Teachers Think. http://www.nzcer.org.nz/pdfs/self-assessment.pdf, accessed on May, 20th 2012
Ningrum, M.A. (2009), Penggunaan Self Assessment Untuk Mengungkap Penguasaan Konsep Siswa pada Pembelajaran Struktur dan Fungsi Sel di Kelas XI SMA N 1 Hamparan Perak TP. 2009/2010. Thesis of Department of Biology, FMIPA-State University of Medan, Unpublished.
Oscarsson, D. (2009), Self-Assessment of writing in learning English as a second language. ACTA Gothobergensis, Gothenberg
Rustaman, N., Dirdjosoemarto, S., Yudianto, A., Achmad Y., Subekti, R., Rochintaniawati, D., and Nurjhani M.K. (2005), Strategi Belajar Mengajar Biology, Universitas Malang Press, Malang
Rolheiser, C and Ross, J, A. (2009), Student self-evaluation: What research says and what practice shows, http://www.cdl.org/resouce-library/articles/self_eval.php, Accessed on March, 27th 2012.
Ross. J.A. (2006), The Realibility, Validity and Utility of Self Assessment, Journal of Practical Assessment, Research and Evaluation, 11 (10): 1-9
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Sluijsmans, D., Dochy, F., and Moerkerke, G. (1998), The Use of Self-, Peer, and Co- Assessment in Higher Education: A Review of Literature. Otec Report, Netherland, cited from http://www.ouhl.nl/otec, August, 31th 2012
Sudria, I.B. and Manimpan S. (2009), Pengembangan Rubrik Penilaian Keterampilan Dasar Praktikum Kimia pada Jurusan Pendidikan Kimia. Jurnal Pendidikan dan Pengajaran, 42 (3): 222-233
Sujana (2002), Metode Statistik, Bumi Aksara, Jakarta
Sugiyono (2008), Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Penerbit Alfabeta, Bandung
Wulan, R.A. (2007), Penggunaan Asesmen Alternatif Pada Pembelajaran Biologi. Seminar Nasional Biologi: Perkembangan Biologi dan Pendidikan Biologi untuk Menunjang Profesionalisme Jurusan Pendidikan Biologi FMIPA UPI Mei 2007 :381 -383
Yasa P. and Suarcaya P. (2009), Pengembangan Perangkat dan Model Kontekstual Pembelajaran Sains Bilingual Berbasis ICT pada Siswa SMP Negeri 1 Singaraja, Jurnal Pendidikan dan Pengajaran,42 (3): 212 - 221
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1.5. Objectives
The objectives of this study are:
a. To express the students’ mastery concept of cell this is taught bilingually by using students’ self assessment.
b. To examine the assumption about the using of English in biology learning of Biology teacher in SMA Negeri Sidikalang that the using of English as Instructional language will make students did not get the concept of cell. 1.6. Significant
a. Theoretical Significant:
This study will add the repertoire of science of education and can be a referrence for study about the using of self assessment in bilingual teaching. b. Practical Significant:
- For school : this research will give an insight to school to develop and implement the bilingual teaching.
- For teacher : this research can be a guide for students formative assessment in biology bilingual teaching to express how far students get the concept as they though and also can be a guide for teacher to get the difficulty of students to get the concept in order to increase students achievement in learning biology.
- For student : Motivate learner to able to read and interpret knowledge that has been gained from bilingual learning and can confirm their mastery concepts themselves through self-assessment.
1.7. Operational Definition
a. Self-assessment is an assessment for students to assess themselves that related into process and the level of achievement competencies learned. Self assessment will be given to students at the end of the class to express the student’ mastery concept of cell. It composed by filling table and essay for
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students. The instrument is compiled by teacher and develops it from Standar Isi from Depdiknas.
b. Bilingual Teaching is a prerequisite of a RSBI where the teaching of biology subject is held by two languages they are mother tongue and English as a second language. Bilingual teaching that will be implemented in this study is a transitional bilingual method where English as the second language is used gradually. There will be four meetings. The first meeting will be held with 25% English as the instructional language and the 75% is in Indonesian. The second meeting, the using of English will increase become 50% and for the third and the last the using of English as instructional language will be 75%.
c. Student’s Concept Mastery which in this research means the mastery of cell
concepts about the main points that describe the whole cell topic. There are 15 concept points that represent the cell topics. The test of students’ concept mastery will be given as a comparison to students’ comprehension which is stated in self assessment sheet.
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The conclusions for this research are:
1. Self-assessment as a formative assessment can express the students’ concept mastery of cell. The correlation between SA and SCMT point is weak correlation, means the students that good in self-assessment is good when they are given the concept mastery test, altough it is not happened for all students. 2. Students do not have problems using English as the instructional language. It
is shown from the recapitulation of self-assessment result that most of students understand the concept of cell (Appendix 11)
5.2. Suggestions
Having considered the findings of this research, the suggestions are:
1. For biology teacher, self-assessment could be used as an alternative assessment to help teacher lists the concept that should be mastered by students and also the concept which is difficult for students to understand. 2. Teacher needs to motivate students first to be brave to express their reason
about their comprehension, so students have no difficulties to fill the self-assessment sheets.
3. Further research about the using of self-assessment in different topic need to be done.
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48
REFERENCES
Allen, J., and Velden, R. (2005), The Role of Self-Assessment in Measuring Skill: REFLEX Working Paper 2, Maastrich University, Netherland.
Astika, G. (2009), Model Kelas Bilingual di Sekolah Bertaraf Internasional:
Sebuah Pemikiran Konseptual, http://
www.gurupembaharu.com/home/?p=2733&cpage=1, accessed on April, 28th 2012.
Aryana, P. Warpala, I., and Santosa, M., (2009), Pengembangan Model Pembelajaran Bilingual Preview-review dengan Setting Kooperatif GI Pada Mata Pelajaran Biologi Pada Siswa SMA BI. Jurnal Pendidikan dan Pengajaran, 42(3): 178 - 186
Arikunto, S. (2002), Dasar-dasar Evaluasi Pendidikan, PT. Bumi Aksara, Yogyakarta
Bruce, A., Johnson, A., and Lewis, J. (2002), Molecular Biology of The Cell, Garland Science, New York
BT/BS BIMA (2012), Kumpulan Soal Olympiade SNMPTN 2012, BT/BS BIMA, Medan, Unpublished
Cooper, G. (2000), The Cell 2nd Edition: the Molecular Approach, Boston University, Sunderland
Dalton, M., Theresa, K., Allen, L., Magnus, M., and Karl, W. (2006), Cell Biology 1th Edition. http://en.wikibooks.org/wiki/Cell_biology, accessed on July 31th 2012
Djamarah, B., and Aswan, Z. (2006) Strategi Belajar Mengajar, Rineka Cipta, Jakarta
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Hamidah, Dida. (2012), Pengembangan Profesional Guru Biologi SMA melalui program pelatihan Pedagogical content knowledge pada Materi Genetika. http://respiratori.upi.edu, accessed on July, 31th 2012
Hariwijaya, M. and Triton P.B. (2011), Pedoman Penulisan Ilmiah Skripsi dan Tesis, Oryza, Yogyakarta
Islamiatun (2012), Blak-blakan Bahas Mata Pelajaran Biologi, Cabe Rawit, Yogyakarta
Joyce, C., Spiller, L., Twist, J. (2009), Self-assessment: What Teachers Think. http://www.nzcer.org.nz/pdfs/self-assessment.pdf, accessed on May, 20th 2012
Ningrum, M.A. (2009), Penggunaan Self Assessment Untuk Mengungkap Penguasaan Konsep Siswa pada Pembelajaran Struktur dan Fungsi Sel di Kelas XI SMA N 1 Hamparan Perak TP. 2009/2010. Thesis of Department of Biology, FMIPA-State University of Medan, Unpublished.
Oscarsson, D. (2009), Self-Assessment of writing in learning English as a second language. ACTA Gothobergensis, Gothenberg
Rustaman, N., Dirdjosoemarto, S., Yudianto, A., Achmad Y., Subekti, R., Rochintaniawati, D., and Nurjhani M.K. (2005), Strategi Belajar Mengajar Biology, Universitas Malang Press, Malang
Rolheiser, C and Ross, J, A. (2009), Student self-evaluation: What research says and what practice shows, http://www.cdl.org/resouce-library/articles/self_eval.php, Accessed on March, 27th 2012.
Ross. J.A. (2006), The Realibility, Validity and Utility of Self Assessment, Journal of Practical Assessment, Research and Evaluation, 11 (10): 1-9
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50
Sluijsmans, D., Dochy, F., and Moerkerke, G. (1998), The Use of Self-, Peer, and Co- Assessment in Higher Education: A Review of Literature. Otec Report, Netherland, cited from http://www.ouhl.nl/otec, August, 31th 2012
Sudria, I.B. and Manimpan S. (2009), Pengembangan Rubrik Penilaian Keterampilan Dasar Praktikum Kimia pada Jurusan Pendidikan Kimia. Jurnal Pendidikan dan Pengajaran, 42 (3): 222-233
Sujana (2002), Metode Statistik, Bumi Aksara, Jakarta
Sugiyono (2008), Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Penerbit Alfabeta, Bandung
Wulan, R.A. (2007), Penggunaan Asesmen Alternatif Pada Pembelajaran Biologi. Seminar Nasional Biologi: Perkembangan Biologi dan Pendidikan Biologi untuk Menunjang Profesionalisme Jurusan Pendidikan Biologi FMIPA UPI Mei 2007 :381 -383
Yasa P. and Suarcaya P. (2009), Pengembangan Perangkat dan Model Kontekstual Pembelajaran Sains Bilingual Berbasis ICT pada Siswa SMP Negeri 1 Singaraja, Jurnal Pendidikan dan Pengajaran,42 (3): 212 - 221