T BIO 1302727 Chapter5
BAB V
SIMPULAN, IMPLIKASI DAN REKOMENDASI
A. SIMPULAN
Persentase
kemunculan
dan
pencapaian
indikator-indikator
reasoning skill siswa baik SMA X maupun SMA Y masih rendah untuk
beberapa elemen reasoning skill seperti elemen “advance” dan elemen
“counter alternate/critique”. Rendahnya persentase kemunculan dan
pencapaian elemen-elemen reasoning skill mengindikasikan bahwa
kemampuan reasoning skill siswa belum terlatih dengan baik saat
pembelajaran. Hasil ini berhubungan dengan kemunculan level activities
pembelajaran yang mengembangkan kemampuan reasoning skill di kelas.
Metode pengajaran guru belum menerapkan seluruh level activities
pembelajaran reasoning skill. Hasil observasi menunjukkan bahwa
penerapan tahapan aktivitas pembelajaran reasoning skill di kelas hanya
terbatas pada fase 1 dan lebih banyak kegiatan pembelajaran “generating
reason” dan “elaborating reason”. Hal ini menyebabkan siswa sulit untuk
mengembangkan kemampuan reasoning skillnya. Pengajaran guru yang
cenderung teacher oriented dan kurang melibatkan siswa dalam proses
pembelajaran. Faktor lain yang dimungkinkan menjadi penghambat
pengembangan reasoning skill siswa di sekolah adalah iklim belajar
sekolah yang cenderung membiasakan siswa untuk menghapalkan konsep
tanpa mengembangkan penerapan konsep dan analisis konsep materi
pembelajaran.
B. IMPLIKASI DAN REKOMENDASI
Berdasarkan simpulan tersebut diperlukan upaya untuk melatih
reasoning skill siswa dalam pembelajaran di kelas. Kemampuan reasoning
sangat diperlukan oleh siswa agar setiap permasalahan yang terkait dengan
sains di kehidupan sehari-hari dapat diselesaikan dengan baik. Reasoning
skill tidak hanya terkait dengan proses berpikir kritis tetapi juga dapat
97
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
98
terkait dengan berpikir logis dan kreatif. Beberapa hal yang dapat
dijadikan rekomendasi untuk penerapan reasoning skill di sekolah sebagai
berikut:
1. Guru/Pendidik
Sebelum menerapkan pembelajaran yang melatih penalaran, sebaiknya
guru membaca literature mengenai tahapan pembelajaran yang
menerapkan kemampuan penalaran. Setiap tahapan pembelajarannya
dipahami dengan baik. Setelah menemukan metode-metode yang tepat,
guru dapat merancangnya dalam rencana pelaksanaan pembelajaran
(rpp) dan pembuatan assessment kemudian diterapkan dalam
pembelajaran di kelas.
2. Pembuat Kebijakan Pendidikan
Bagi pembuat kebijakan pendidikan dalam pelaksanaannya nanti
sebaiknya
penerapan
pembelajaran
reasoning
skill
sebaiknya
dilakukan berjenjang. Hal ini dilakukan agar siswa telah terbiasa
dengan pembelajaran reasoning skill sehingga pada jenjang pendidikan
yang lebih tinggi guru hanya mengembangkan reasoning skill bukan
melatih reasoning skill. Selain kegiatan pembelajaran yang berjenjang,
untuk evaluasi akhir tidak hanya diujikan hapalan dan pemahaman
siswa tetapi juga kemampuan penalaran siswa.
3. Peneliti Pendidikan
Bagi para peneliti lain yang ingin melakukan penelitian reasoning skill
seperti ini, sebaiknya melakukan kajian literature yang berkaitan
dengan reasoning skill. Penelitian lanjutan dapat dilakukan dengan
melatih guru untuk merancang tahapan pembelajaran yang melatih
reasoning skill. Pelatihan reasoning skill juga dapat diterapkan kepada
siswa. Pelatihan dapat dilakukan berjenjang dan bertahap. Untuk
perolehan data yang diinginkan dapat disesuaikan dengan tujuan
penelitiannya nanti.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
99
DAFTAR PUSTAKA
Adekoya, Y. M., and Olatoye, R. A. (2011). Effect of Demonstration, PeerTutoring, and Lecture Teaching Strategies on Senior Secondary School
Students’ Achievement in an Aspect of Agricultural Science. The Pacific
Journal of Science and Technology, 12 (1), 320-332.
Adeogun, A. A., and Blessing, O. U. (2011). Influence of School Climate on
Students’ Achievement and Teachers’ Productivity for Sustainable
Development. US-China Education Review. 8 (4), 552-557.
Andriessen, J. (2007). Learning Sciences. Cambridge: Cambridge University
Press. 443-459.
Brewer, M. (2000). Research Design and Issues of Validity. [Online]. Diakses
dari
http://www.mu.ac.in/myweb_test/Research%20Methadology-Paper3/Chapter-5.
Cherif, A. H., et al. (2012). Redesigning Human Body System: Effective Pedagogical
Strategy for Promoting Active Learning and STEM Education. Educational Research
International, 1-17.
Cho, K-L., and Jonassen, D. H. (2002). The Effects of Argumentation Scaffolds
on Argumentation and Problem Solving. ETR&D, 50 (3), 5-22.
Cimer, A. (2012). What Makes Biology Learning Difficult and Effective:
Students’ Views. Educational Reasearch and Reviews, 7 (3), 61-71.
Daempfle, P. A. (2006). The Effects of Instructional Approaches on the
Improvement of Reasoning in Introductory College Biology: A Quantitative
Review of Research. 32 (4), 22-31.
Driver, R., et al. (1998). Establishing The Norms of Scientific Argumentation in
Classrooms. 287-312.
Eemeren, F. H., and Grootendorst, R. (1998). Developments in Argumentation
Theory. University of Amsterdam, Amsterdam.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
100
Erduran, S, et al. (2006). Learning to Teach Argumentation: Case Studies of PreSevice Secondary Science Teachers. Eurasia Journal Mathematics, Science,
and Technology Education, 2 (2), 2006.
Felder, R. M., and Henriques, E. R. (1995). Learning and Teaching Styles in
Foreign and Second Language Education. Foreign Language Annals, 28 (1),
21-31.
Fischer, B. B., and Fischer, L. (1979). Style in Teaching and Learning.
Educational Leadership, University of Massachusetts, Boston.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2012). How to Design and
Evaluate Research in Education. (8th Ed.). New York: The McGraw-Hill.
Giuliani, J. (2003). Teaching Style versus Learning Styles: Something You Should
Know. McHenry County College.
Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal
Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42
(4), 142-149.
Gunbayi, I. (2007). School Climate and Teachers’ Perceptions on Climate
Factors: Research into Nine Urban High School. The Turkish Online Journal
of Educational Technology.
Gutierrez, A. F. (2014). Development and Effectiveness of an Educational Card
Game as Supplementary Material in Understanding Selected Topic in Biology.
CBE-Life Sciences Education, 13, 76-82.
Henno, I. and Reiska, P. (2008). Using Concept Mapping as Assessment Tool in
School Biology. Concept Mapping: Connecting Educators, Proc. Of the 3rd
International Conference on Concept Mapping). Tallinn, Estonia & Helsinki.
Hiller-Sturmhofel, S., and Bartke, A. (1998). The Endocrine System. 22 (3), 153164.
Karagos, M. and Cakir, M. (2011). Problem Solving in Genetics: Conceptual and
Procedural Difficulties. Educational Sciences: Theory & Practice 11 (3),
1668-1674.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
101
Kuhn, D. (2010). Teaching and Learning Science as Argument. Science
Education, 94, 810-824.
Kuhn, D. and Felton, M. (2001). The Development of Argumentive Discourse
Skill. Discourse Processes, 32 (2&3), 135-153.
Kuhn, D., and Udell, W. (2003). The Development of Argument Skills. Child
Development, 74 (5), 1245-1260.
Lang, H.R., and Evans, D.N. (2006). Models, Strategies, and Methods for
Effective Teaching. Boston: Pearson Eucation.
Lee, C-Q., and She, H-C. (2010). Facilitating Students’ Conceptual Change and
Scientific Reasoning Involving the Unit of Combustion. Res Science
Education, 40, 479-504.
Loughran, J., Berry, A., and Mulhall. (2012). Understanding and Developing
Science Teachers’ Pedagogical Content Knowledge. (2nd Ed.). Rotterdam:
Sense Publishers.
Macneil, A. J., et al. (2009). The Effects of School Culture and Climate on
Student Achievement. International Journal Leadership in Education. 12 (1),
73-84.
Marttunen, M., et al. (2005). Argumentation Skills as Prerequisites for
Collaborative Learning among Finish, French, and English Secondary School
Students. Educational Reasearch and Evaluation, 11 (4), 365-384.
Marzano, R.J. et al. (1997). Dimensions of Learning Teacher’s Manual. (2nd Ed.).
Colorado: Mid-continent Regional Educational Laboratory.
Mathai, S., and Ramadas, J. (2009). Visuals and Visualisation of Human Body
Systems. International Journal of Science Education, 31 (3), 1-20.
Mercier, H., and Sperber, D. (2011). Why Do Humans Reason? Arguments for an
Argumentative Theory. Behavioral and Brain Sciences, 34, 57-111.
Mitchell, M. M., et al. (2010). Student and Teacher Perceptions of School
Climate: A Multilevel Exploration of Patterns of Discrepancy. Journal of
School Health. 80 (6), 271-278.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
Modell, H. I. (1996). Preparing Students to Participate in an Active Learning
Environment. Advan Physiol Education. 27, 69-77.
Montgomery, S. M., and Groat, L. N. (1998). Student Learning Styles and Their
Implications for Teaching. (Paper). CRLT Occasional Papers, The Center for
Research on Learning and Teaching, University of Michigan, Michigan.
Muhundan, V. N. (2011). Matching Learning Styles and Teaching Styles in
Biology Teaching: an Alternative Approach to Mainstream Science Education
in Singapore. (Thesis). Department of Science National University of
Singapore, Singapore.
Okoronka, U. A., and Wada, B. Z. (2014). Effects of Analogy Instructional
Strategy, Cognitive Style and Gender on Senior Secondary School Students
Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria.
American Journal of Educational Research, 2 (9), 788-792.
Ormanci, U. and Oren, F. S. (2011). An Analysis of Pre-Service Teachers’
Drawings about the Digestive System in terms of Their Gender, Grade Levels,
and Opinions about the Method and Subject. International Journal of Biology
Education, 1, 1-22.
Ozgur, S. (2013). The Persistence of Misconceptions about the Human Blood
Circulatory System among Students in Different Grade Levels. International
Journal of Environmental & Science Education, 8 (2), 255-268.
Podolefsky, N. (2006). The Use of Analogy in Physics Learning and Instruction.
(Comprehensive Exam II). University of Colorado, Colorado.
Prokop, P., et al. (2007). Is Biology Boring? Student Attitudes Toward Biology.
Educational Reasearch, 42 (1), 36-39.
Rapti, D. (2012). School Climate as an Important Component in School
Effectiveness.
Reece, J. B., et al. (2011). Campbell Biology. (9th Ed.). Pearson: San Fransisco.
Robson, S. and Moseley, D. (2005). “An Integrated Framework for Thinking
About Learning”. Gifted Education International, 20 (1), 36-50.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
103
Rodriguez, V. (2013). The Human Nervous System: a Framework for Teaching
and the Teaching Brain. Journal Compilation International Mind, Brain, and
Education, 7 (1), 2-12.
Roestiyah N., K. (2001). Strategi Belajar Mengajar . Jakarta: Rineka Cipta.
Schwarz, B. B., and Asterhan, C. S. C. (2008). Argumentation and Reasoning.
Elsevier Press: Jerussalem.
Taggart, G., et al. (2005). Thinking Skills in the Early Years: a Literature Review.
Berkshire: National Foundation for Educational Research.
Thapa, A., et al. (2013). A Review of School Climate Research. Review of
Educational Research.
Thoron, A. C., and Myers, B. E. (2012). Effects of Inquiry-Based Agriscience
Instruction on Student Scientific Reasoning, 53 (4), 156-170.
Udell, W. (2007). Enhancing Adolescent Girls’ Argument Skills in Reasoning
About Personal and Non-Personal Decisions. Cognitive Development, 22 (1),
343-352.
Ursavas, N. (2012). Student Teachers’ Ways of Thinking and Ways of
Understanding Digestion and the Digestive System in Biology. International
Education Studies, 5 (3), 1-14.
Walton, D. N. (1990). What is Reasoning? What is an Argument?. Journal of
Philosophy, 87, 399-419.
Yang, F-Y., and Tsai, C-C (2010). Reasoning about Science-Related Uncertain
Issues and Epistemological Perspectives among Children. Inst Science, 38,
325-354.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
104
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
SIMPULAN, IMPLIKASI DAN REKOMENDASI
A. SIMPULAN
Persentase
kemunculan
dan
pencapaian
indikator-indikator
reasoning skill siswa baik SMA X maupun SMA Y masih rendah untuk
beberapa elemen reasoning skill seperti elemen “advance” dan elemen
“counter alternate/critique”. Rendahnya persentase kemunculan dan
pencapaian elemen-elemen reasoning skill mengindikasikan bahwa
kemampuan reasoning skill siswa belum terlatih dengan baik saat
pembelajaran. Hasil ini berhubungan dengan kemunculan level activities
pembelajaran yang mengembangkan kemampuan reasoning skill di kelas.
Metode pengajaran guru belum menerapkan seluruh level activities
pembelajaran reasoning skill. Hasil observasi menunjukkan bahwa
penerapan tahapan aktivitas pembelajaran reasoning skill di kelas hanya
terbatas pada fase 1 dan lebih banyak kegiatan pembelajaran “generating
reason” dan “elaborating reason”. Hal ini menyebabkan siswa sulit untuk
mengembangkan kemampuan reasoning skillnya. Pengajaran guru yang
cenderung teacher oriented dan kurang melibatkan siswa dalam proses
pembelajaran. Faktor lain yang dimungkinkan menjadi penghambat
pengembangan reasoning skill siswa di sekolah adalah iklim belajar
sekolah yang cenderung membiasakan siswa untuk menghapalkan konsep
tanpa mengembangkan penerapan konsep dan analisis konsep materi
pembelajaran.
B. IMPLIKASI DAN REKOMENDASI
Berdasarkan simpulan tersebut diperlukan upaya untuk melatih
reasoning skill siswa dalam pembelajaran di kelas. Kemampuan reasoning
sangat diperlukan oleh siswa agar setiap permasalahan yang terkait dengan
sains di kehidupan sehari-hari dapat diselesaikan dengan baik. Reasoning
skill tidak hanya terkait dengan proses berpikir kritis tetapi juga dapat
97
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
98
terkait dengan berpikir logis dan kreatif. Beberapa hal yang dapat
dijadikan rekomendasi untuk penerapan reasoning skill di sekolah sebagai
berikut:
1. Guru/Pendidik
Sebelum menerapkan pembelajaran yang melatih penalaran, sebaiknya
guru membaca literature mengenai tahapan pembelajaran yang
menerapkan kemampuan penalaran. Setiap tahapan pembelajarannya
dipahami dengan baik. Setelah menemukan metode-metode yang tepat,
guru dapat merancangnya dalam rencana pelaksanaan pembelajaran
(rpp) dan pembuatan assessment kemudian diterapkan dalam
pembelajaran di kelas.
2. Pembuat Kebijakan Pendidikan
Bagi pembuat kebijakan pendidikan dalam pelaksanaannya nanti
sebaiknya
penerapan
pembelajaran
reasoning
skill
sebaiknya
dilakukan berjenjang. Hal ini dilakukan agar siswa telah terbiasa
dengan pembelajaran reasoning skill sehingga pada jenjang pendidikan
yang lebih tinggi guru hanya mengembangkan reasoning skill bukan
melatih reasoning skill. Selain kegiatan pembelajaran yang berjenjang,
untuk evaluasi akhir tidak hanya diujikan hapalan dan pemahaman
siswa tetapi juga kemampuan penalaran siswa.
3. Peneliti Pendidikan
Bagi para peneliti lain yang ingin melakukan penelitian reasoning skill
seperti ini, sebaiknya melakukan kajian literature yang berkaitan
dengan reasoning skill. Penelitian lanjutan dapat dilakukan dengan
melatih guru untuk merancang tahapan pembelajaran yang melatih
reasoning skill. Pelatihan reasoning skill juga dapat diterapkan kepada
siswa. Pelatihan dapat dilakukan berjenjang dan bertahap. Untuk
perolehan data yang diinginkan dapat disesuaikan dengan tujuan
penelitiannya nanti.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
99
DAFTAR PUSTAKA
Adekoya, Y. M., and Olatoye, R. A. (2011). Effect of Demonstration, PeerTutoring, and Lecture Teaching Strategies on Senior Secondary School
Students’ Achievement in an Aspect of Agricultural Science. The Pacific
Journal of Science and Technology, 12 (1), 320-332.
Adeogun, A. A., and Blessing, O. U. (2011). Influence of School Climate on
Students’ Achievement and Teachers’ Productivity for Sustainable
Development. US-China Education Review. 8 (4), 552-557.
Andriessen, J. (2007). Learning Sciences. Cambridge: Cambridge University
Press. 443-459.
Brewer, M. (2000). Research Design and Issues of Validity. [Online]. Diakses
dari
http://www.mu.ac.in/myweb_test/Research%20Methadology-Paper3/Chapter-5.
Cherif, A. H., et al. (2012). Redesigning Human Body System: Effective Pedagogical
Strategy for Promoting Active Learning and STEM Education. Educational Research
International, 1-17.
Cho, K-L., and Jonassen, D. H. (2002). The Effects of Argumentation Scaffolds
on Argumentation and Problem Solving. ETR&D, 50 (3), 5-22.
Cimer, A. (2012). What Makes Biology Learning Difficult and Effective:
Students’ Views. Educational Reasearch and Reviews, 7 (3), 61-71.
Daempfle, P. A. (2006). The Effects of Instructional Approaches on the
Improvement of Reasoning in Introductory College Biology: A Quantitative
Review of Research. 32 (4), 22-31.
Driver, R., et al. (1998). Establishing The Norms of Scientific Argumentation in
Classrooms. 287-312.
Eemeren, F. H., and Grootendorst, R. (1998). Developments in Argumentation
Theory. University of Amsterdam, Amsterdam.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
100
Erduran, S, et al. (2006). Learning to Teach Argumentation: Case Studies of PreSevice Secondary Science Teachers. Eurasia Journal Mathematics, Science,
and Technology Education, 2 (2), 2006.
Felder, R. M., and Henriques, E. R. (1995). Learning and Teaching Styles in
Foreign and Second Language Education. Foreign Language Annals, 28 (1),
21-31.
Fischer, B. B., and Fischer, L. (1979). Style in Teaching and Learning.
Educational Leadership, University of Massachusetts, Boston.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2012). How to Design and
Evaluate Research in Education. (8th Ed.). New York: The McGraw-Hill.
Giuliani, J. (2003). Teaching Style versus Learning Styles: Something You Should
Know. McHenry County College.
Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal
Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42
(4), 142-149.
Gunbayi, I. (2007). School Climate and Teachers’ Perceptions on Climate
Factors: Research into Nine Urban High School. The Turkish Online Journal
of Educational Technology.
Gutierrez, A. F. (2014). Development and Effectiveness of an Educational Card
Game as Supplementary Material in Understanding Selected Topic in Biology.
CBE-Life Sciences Education, 13, 76-82.
Henno, I. and Reiska, P. (2008). Using Concept Mapping as Assessment Tool in
School Biology. Concept Mapping: Connecting Educators, Proc. Of the 3rd
International Conference on Concept Mapping). Tallinn, Estonia & Helsinki.
Hiller-Sturmhofel, S., and Bartke, A. (1998). The Endocrine System. 22 (3), 153164.
Karagos, M. and Cakir, M. (2011). Problem Solving in Genetics: Conceptual and
Procedural Difficulties. Educational Sciences: Theory & Practice 11 (3),
1668-1674.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
101
Kuhn, D. (2010). Teaching and Learning Science as Argument. Science
Education, 94, 810-824.
Kuhn, D. and Felton, M. (2001). The Development of Argumentive Discourse
Skill. Discourse Processes, 32 (2&3), 135-153.
Kuhn, D., and Udell, W. (2003). The Development of Argument Skills. Child
Development, 74 (5), 1245-1260.
Lang, H.R., and Evans, D.N. (2006). Models, Strategies, and Methods for
Effective Teaching. Boston: Pearson Eucation.
Lee, C-Q., and She, H-C. (2010). Facilitating Students’ Conceptual Change and
Scientific Reasoning Involving the Unit of Combustion. Res Science
Education, 40, 479-504.
Loughran, J., Berry, A., and Mulhall. (2012). Understanding and Developing
Science Teachers’ Pedagogical Content Knowledge. (2nd Ed.). Rotterdam:
Sense Publishers.
Macneil, A. J., et al. (2009). The Effects of School Culture and Climate on
Student Achievement. International Journal Leadership in Education. 12 (1),
73-84.
Marttunen, M., et al. (2005). Argumentation Skills as Prerequisites for
Collaborative Learning among Finish, French, and English Secondary School
Students. Educational Reasearch and Evaluation, 11 (4), 365-384.
Marzano, R.J. et al. (1997). Dimensions of Learning Teacher’s Manual. (2nd Ed.).
Colorado: Mid-continent Regional Educational Laboratory.
Mathai, S., and Ramadas, J. (2009). Visuals and Visualisation of Human Body
Systems. International Journal of Science Education, 31 (3), 1-20.
Mercier, H., and Sperber, D. (2011). Why Do Humans Reason? Arguments for an
Argumentative Theory. Behavioral and Brain Sciences, 34, 57-111.
Mitchell, M. M., et al. (2010). Student and Teacher Perceptions of School
Climate: A Multilevel Exploration of Patterns of Discrepancy. Journal of
School Health. 80 (6), 271-278.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
Modell, H. I. (1996). Preparing Students to Participate in an Active Learning
Environment. Advan Physiol Education. 27, 69-77.
Montgomery, S. M., and Groat, L. N. (1998). Student Learning Styles and Their
Implications for Teaching. (Paper). CRLT Occasional Papers, The Center for
Research on Learning and Teaching, University of Michigan, Michigan.
Muhundan, V. N. (2011). Matching Learning Styles and Teaching Styles in
Biology Teaching: an Alternative Approach to Mainstream Science Education
in Singapore. (Thesis). Department of Science National University of
Singapore, Singapore.
Okoronka, U. A., and Wada, B. Z. (2014). Effects of Analogy Instructional
Strategy, Cognitive Style and Gender on Senior Secondary School Students
Achievement in Some Physics Concepts in Mubi Metropolis, Nigeria.
American Journal of Educational Research, 2 (9), 788-792.
Ormanci, U. and Oren, F. S. (2011). An Analysis of Pre-Service Teachers’
Drawings about the Digestive System in terms of Their Gender, Grade Levels,
and Opinions about the Method and Subject. International Journal of Biology
Education, 1, 1-22.
Ozgur, S. (2013). The Persistence of Misconceptions about the Human Blood
Circulatory System among Students in Different Grade Levels. International
Journal of Environmental & Science Education, 8 (2), 255-268.
Podolefsky, N. (2006). The Use of Analogy in Physics Learning and Instruction.
(Comprehensive Exam II). University of Colorado, Colorado.
Prokop, P., et al. (2007). Is Biology Boring? Student Attitudes Toward Biology.
Educational Reasearch, 42 (1), 36-39.
Rapti, D. (2012). School Climate as an Important Component in School
Effectiveness.
Reece, J. B., et al. (2011). Campbell Biology. (9th Ed.). Pearson: San Fransisco.
Robson, S. and Moseley, D. (2005). “An Integrated Framework for Thinking
About Learning”. Gifted Education International, 20 (1), 36-50.
Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
103
Rodriguez, V. (2013). The Human Nervous System: a Framework for Teaching
and the Teaching Brain. Journal Compilation International Mind, Brain, and
Education, 7 (1), 2-12.
Roestiyah N., K. (2001). Strategi Belajar Mengajar . Jakarta: Rineka Cipta.
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PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
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Ardi Kurniadi, 2016
PROFIL REASONING SKILL SISWA SMA DALAM PEMBELAJARAN BIOLOGI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu