S BIO 1103739 Bibliography
DAFTAR PUSTAKA
Adisendjaja, Y. H. (2014). Pelatihan Pengembangan Pengetahuan tentang Hakikat
Sains dan Inkuiri serta Implikasinya dalam Kurikulum 2013. Bandung: Jurusan
Pendidikan Biologi Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
Universitas Pendidikan Indonesia.
American Association for the Advancement of Science. (1989). Science for all
Americans: A project 2061 report on literacy goals in science, mathematics and
technology, Washington, DC: AAAS.
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing
for learning from the web with KIE. International Journal of Science Education,
22(8), 797–817.
Bell, R. L. (2009). Teaching the nature of science: Three critical questions. [Online].
Tersedia: http:www.ngsp.com/Teaching the nature of science [2 Desember 2013]
Berland, L. K. & McNeill, K. J. (2009). Using a learing progression to inform
scientific argumentation in talk and writing. Paper presented at the Learning
Progression in Science (LeaPS) Conference, Iowa City, IA.
DeBoer, G. E. (2000). Scientific Literacy: Another look at its historical and
contemporary meanings. Journal of Research in Science Teaching, 37(6), 582601.
Evolution & the Nature of Science Institutes (ENSI Lessons for Argumentation.
(2013). Scientific argumentation. The Science Teacher, 80(5).
Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation:
Developments in the application of Toulmin’s argument. Pattern for studying
science discourse. Science Education, 88, 915–933.
Foong, C. & Daniel, E. G. S. (2012). Students’ argumentation skills across two
socio-scientific
issues
in
a
confucian
classroom:
Is
transfer
possible?.International Journal of Science Education, 35(14), 2331-2355.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
111
112
Gray, R. & Kang, N.H. (2012). The structure of scientific arguments by secondary
science teachers: Comparison of experimental and historical science topics.
International Journal of Science Education, 36(1), 46-65.
Henderson, J. B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning
progression for student argumentation in scientific contexts. California: Stanford
University.
Jimenez Aleixandre, M. P., & Erduran, S. (2007). Argumentation in Science
Education. Springer
Jimenez Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the
lesson” or doing science”: argument in high school genetics. Science Education,
84, 757-792.
Kementerian Pendidikan dan Kebudayaan. (2013). Rasional Kurikulum 2013.
Jakarta: Depdikbud
Kenyon, L. & Reiser, B. J. (2006). A functional approach to nature of science: Using
epistemological understandings to construct and evaluate explanations. Paper
presented at the American Educational Research Association, San Fransisco, CA.
Khishfe, R. (2012). Relationship between nature of science understandings and
argumentation skills: A role for counterargument and contextual factors. Journal
of Research in Science teaching. 49(4), 489-514.
Khishfe, R. (2013). Explicit Nature of Science and Argumentation Instruction in the
Context of Socioscientific Issues: An effect of student learning and transfer.
International Journal of Science Education. 36(6), 974-1016.
Khishfe, R. & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus
implicit inquiry-oriented instruction on sixth graders’ views of nature of science.
Journal of Research in Science Teaching. 39(7), 551-578.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
113
Khishfe, R & Lederman, N. (2006). Teaching nature of science within a controversial
topic: Integrated versus nonintegrated. Journal of Research in Science Teaching.
43(4), 395-418.
Kuhn, L. & Reiser, B.J. (2006). Structuring activities to foster argumentative
discourse. Paper presented at the American Educational Research Association.
San Fransisco.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., dan Schwartz, R. S. (2002). Views
of nature of science questionnaire: toward valid and meaningful assessment of
learnrs’ conceptions of nature of science. Journal of Research in Science
Teaching, 39(6), 497-521.
Lederman, N. G., Antink, A., Bartos, S. (2012). Nature of science, scientific inquiry,
and socio-scientific issues arising from genetics: A pathway to developing a
scientifically literate citizenry. Science & Education.
Lederman, N.G., Lederman, J. S., & Antink, A. (2013). Nature of science and
scientific inquiry as contexs for the learning of science and achievement of
scientific literacy. International Journal of Education in Mathematics, Science
and Technology, 1(3), 138-147.
McDonald, C. V. (2010). The influence of explicit nature of science and
argumentation instruction on preservice primary teachers’ views of nature of
science. Journal of Research in Science Teaching, 47(9), 1137–1164.
McBurney, S., & Parsons, S. (2000). Modelling scientific discourse. In Pearce, D.,
ed., Proceedings of the Work-shop on Scientific Reasoning in Al and Philosophy
of Science, 14th European Conference on Artificial Intellegence (ECAI-2000).
Berlin, Germany: ECAI.
McComas, W. F. (1998). The principal elements of the nature of science: Dispelling
the myths. in W. F. McComas (ed.) The Nature of Science in Science Education,
53-70. Kluwer Academic Publishers.
McComas, W. F., & Olson, J. K. (2002). The nature of science in international
science education standards documents. InW. F. McComas (Ed.), The nature of
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
114
science in science education: Rationales and strategies (pp. 41–52). Dordrecht:
Kluwer (Springer) Academic Publishers.
McNeill, K. L., Lizotte, D. J., & Krajcik, J. (in press). Supporting Student’s
Construction of Scientific Explanations by Fading Scaffolds in Instructional
Materials. The Journal of the Learning Sciences.
Oh, S. & Jonasset, D. H. (2006). Scaffolding Online Argumentation During Problem
Solving. Journal of Computer Assisted Learning, 23, 95-110.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation
in school science. Journal of Research in Science Education, 41(10), 994–1020.
Pezaro, C., Wright, T., Gillies, R. (2014). Pre-service primary teachers’
argumentation in socioscientific issues. Proceedings of the Frontiers in
Mathematics and Science Eduaction Research Conference, Famagusta, North
Cyprus: FMSERC.
Suryabrata, S. (2012). Metodologi Penelitian. Jakarta: Grafindo Persada.
Toulmin, S. (1958). The Uses of Argument. Cambridge, UK: Cambridge University
Press.
Yacoubian, H. A. & Khishfe, R. (2015). Argumentation, critical thinking, nature of
science and socioscientific issues: A dialogue between two researchers. Report of
IHPST Thirteenth Biennial International Conference, Rio de Janeiro: IHPST.
Yerrick, R. K. (2000). Lower Track Science Students’ Argumentation and Open
Inquiry Instruction. Journal of Research in Science Teaching, 37(8), 807-838.
Zeidler, D. L.,Walker, K. A., Ackett,W. A., & Simmons, M. L. (2002). Tangled up in
views: Beliefs in the nature of science and responses to socioscientific dilemmas.
Science Education, 86, 343–367.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
115
RIWAYAT HIDUP
Penulis bernama Taurusina Indargani, yang lahir di Bandung tanggal 10 Mei
1993. Penulis adalah anak kedua dari dua bersaudara, dari pasangan Bapak Suryono
dan Ibu Iswati. Penulis telah menamatkan pendidikan di Sekolah Dasar Negeri
Antapani I (1999-2005), Sekolah Menengah Pertama Negeri 14 Bandung (20052008) dan Sekolah Menengah Atas Negeri 10 Bandung (2008-2011). Pendidikan
terakhir penulis adalah pendidikan S1 Program Studi Pendidikan Biologi,
Departemen Pendidikan Biologi Universitas Pendidikan Indonesia (2011-2015).
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
116
Selama duduk di bangku perkuliahan, penulis aktif dalam berorganisasi terutama
di BEM HMBF FPMIPA UPI dan aktif dalam acara tahunan Bakti Formica untuk
Bangsa
(BFUB) XV dan XVI. Selain itu, penulis senang mengikuti beberapa perlombaan
dan olimpiade selama perkuliahan, seperti Olimpiade Sains Nasional. Motto
hidupnya adalah “Do Your Best in Every Chance!”.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Adisendjaja, Y. H. (2014). Pelatihan Pengembangan Pengetahuan tentang Hakikat
Sains dan Inkuiri serta Implikasinya dalam Kurikulum 2013. Bandung: Jurusan
Pendidikan Biologi Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
Universitas Pendidikan Indonesia.
American Association for the Advancement of Science. (1989). Science for all
Americans: A project 2061 report on literacy goals in science, mathematics and
technology, Washington, DC: AAAS.
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing
for learning from the web with KIE. International Journal of Science Education,
22(8), 797–817.
Bell, R. L. (2009). Teaching the nature of science: Three critical questions. [Online].
Tersedia: http:www.ngsp.com/Teaching the nature of science [2 Desember 2013]
Berland, L. K. & McNeill, K. J. (2009). Using a learing progression to inform
scientific argumentation in talk and writing. Paper presented at the Learning
Progression in Science (LeaPS) Conference, Iowa City, IA.
DeBoer, G. E. (2000). Scientific Literacy: Another look at its historical and
contemporary meanings. Journal of Research in Science Teaching, 37(6), 582601.
Evolution & the Nature of Science Institutes (ENSI Lessons for Argumentation.
(2013). Scientific argumentation. The Science Teacher, 80(5).
Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation:
Developments in the application of Toulmin’s argument. Pattern for studying
science discourse. Science Education, 88, 915–933.
Foong, C. & Daniel, E. G. S. (2012). Students’ argumentation skills across two
socio-scientific
issues
in
a
confucian
classroom:
Is
transfer
possible?.International Journal of Science Education, 35(14), 2331-2355.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
111
112
Gray, R. & Kang, N.H. (2012). The structure of scientific arguments by secondary
science teachers: Comparison of experimental and historical science topics.
International Journal of Science Education, 36(1), 46-65.
Henderson, J. B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning
progression for student argumentation in scientific contexts. California: Stanford
University.
Jimenez Aleixandre, M. P., & Erduran, S. (2007). Argumentation in Science
Education. Springer
Jimenez Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the
lesson” or doing science”: argument in high school genetics. Science Education,
84, 757-792.
Kementerian Pendidikan dan Kebudayaan. (2013). Rasional Kurikulum 2013.
Jakarta: Depdikbud
Kenyon, L. & Reiser, B. J. (2006). A functional approach to nature of science: Using
epistemological understandings to construct and evaluate explanations. Paper
presented at the American Educational Research Association, San Fransisco, CA.
Khishfe, R. (2012). Relationship between nature of science understandings and
argumentation skills: A role for counterargument and contextual factors. Journal
of Research in Science teaching. 49(4), 489-514.
Khishfe, R. (2013). Explicit Nature of Science and Argumentation Instruction in the
Context of Socioscientific Issues: An effect of student learning and transfer.
International Journal of Science Education. 36(6), 974-1016.
Khishfe, R. & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus
implicit inquiry-oriented instruction on sixth graders’ views of nature of science.
Journal of Research in Science Teaching. 39(7), 551-578.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
113
Khishfe, R & Lederman, N. (2006). Teaching nature of science within a controversial
topic: Integrated versus nonintegrated. Journal of Research in Science Teaching.
43(4), 395-418.
Kuhn, L. & Reiser, B.J. (2006). Structuring activities to foster argumentative
discourse. Paper presented at the American Educational Research Association.
San Fransisco.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., dan Schwartz, R. S. (2002). Views
of nature of science questionnaire: toward valid and meaningful assessment of
learnrs’ conceptions of nature of science. Journal of Research in Science
Teaching, 39(6), 497-521.
Lederman, N. G., Antink, A., Bartos, S. (2012). Nature of science, scientific inquiry,
and socio-scientific issues arising from genetics: A pathway to developing a
scientifically literate citizenry. Science & Education.
Lederman, N.G., Lederman, J. S., & Antink, A. (2013). Nature of science and
scientific inquiry as contexs for the learning of science and achievement of
scientific literacy. International Journal of Education in Mathematics, Science
and Technology, 1(3), 138-147.
McDonald, C. V. (2010). The influence of explicit nature of science and
argumentation instruction on preservice primary teachers’ views of nature of
science. Journal of Research in Science Teaching, 47(9), 1137–1164.
McBurney, S., & Parsons, S. (2000). Modelling scientific discourse. In Pearce, D.,
ed., Proceedings of the Work-shop on Scientific Reasoning in Al and Philosophy
of Science, 14th European Conference on Artificial Intellegence (ECAI-2000).
Berlin, Germany: ECAI.
McComas, W. F. (1998). The principal elements of the nature of science: Dispelling
the myths. in W. F. McComas (ed.) The Nature of Science in Science Education,
53-70. Kluwer Academic Publishers.
McComas, W. F., & Olson, J. K. (2002). The nature of science in international
science education standards documents. InW. F. McComas (Ed.), The nature of
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
114
science in science education: Rationales and strategies (pp. 41–52). Dordrecht:
Kluwer (Springer) Academic Publishers.
McNeill, K. L., Lizotte, D. J., & Krajcik, J. (in press). Supporting Student’s
Construction of Scientific Explanations by Fading Scaffolds in Instructional
Materials. The Journal of the Learning Sciences.
Oh, S. & Jonasset, D. H. (2006). Scaffolding Online Argumentation During Problem
Solving. Journal of Computer Assisted Learning, 23, 95-110.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation
in school science. Journal of Research in Science Education, 41(10), 994–1020.
Pezaro, C., Wright, T., Gillies, R. (2014). Pre-service primary teachers’
argumentation in socioscientific issues. Proceedings of the Frontiers in
Mathematics and Science Eduaction Research Conference, Famagusta, North
Cyprus: FMSERC.
Suryabrata, S. (2012). Metodologi Penelitian. Jakarta: Grafindo Persada.
Toulmin, S. (1958). The Uses of Argument. Cambridge, UK: Cambridge University
Press.
Yacoubian, H. A. & Khishfe, R. (2015). Argumentation, critical thinking, nature of
science and socioscientific issues: A dialogue between two researchers. Report of
IHPST Thirteenth Biennial International Conference, Rio de Janeiro: IHPST.
Yerrick, R. K. (2000). Lower Track Science Students’ Argumentation and Open
Inquiry Instruction. Journal of Research in Science Teaching, 37(8), 807-838.
Zeidler, D. L.,Walker, K. A., Ackett,W. A., & Simmons, M. L. (2002). Tangled up in
views: Beliefs in the nature of science and responses to socioscientific dilemmas.
Science Education, 86, 343–367.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
115
RIWAYAT HIDUP
Penulis bernama Taurusina Indargani, yang lahir di Bandung tanggal 10 Mei
1993. Penulis adalah anak kedua dari dua bersaudara, dari pasangan Bapak Suryono
dan Ibu Iswati. Penulis telah menamatkan pendidikan di Sekolah Dasar Negeri
Antapani I (1999-2005), Sekolah Menengah Pertama Negeri 14 Bandung (20052008) dan Sekolah Menengah Atas Negeri 10 Bandung (2008-2011). Pendidikan
terakhir penulis adalah pendidikan S1 Program Studi Pendidikan Biologi,
Departemen Pendidikan Biologi Universitas Pendidikan Indonesia (2011-2015).
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
116
Selama duduk di bangku perkuliahan, penulis aktif dalam berorganisasi terutama
di BEM HMBF FPMIPA UPI dan aktif dalam acara tahunan Bakti Formica untuk
Bangsa
(BFUB) XV dan XVI. Selain itu, penulis senang mengikuti beberapa perlombaan
dan olimpiade selama perkuliahan, seperti Olimpiade Sains Nasional. Motto
hidupnya adalah “Do Your Best in Every Chance!”.
Taurusina Indargani, 2015
PENGARUH PENERAPAN ARGUMENTASI ILMIAH TERSTRUKTUR TERHADAP PERSEPSI SISWA
TENTANG HAKIKAT SAINS DAN KETERAMPILAN BERARGUMENTASI DALAM TOPIK SISTEM
TRANSPORTASI
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu