d ipa 0604928 bibliography
DAFTAR PUSTAKA
Anderson, L.W. et al. (2001). A Taxonomy for Learning, Teaching, and Assesing
(A revision of Bloom’s Taxonomy of educational objective). New York.
Longman, Inc.
Arends, R., I. (2008). Learning To Teach: Belajar untuk Mengajar. Edisi ketujuh. Yogyakarta: Pustaka Belajar.
Ausubel, D.P. (1968). Educational Psychology: a cognitif view. New York: Holt,
Rinehart and Winston.
Azizoglu, N., Alkan, M., Geban, O. (2006). Undergraduate pre-service teachers’
understandings and misconceptions of phase equilibrium. Journal of
Chemical Education. 83, (6), 947-953.
Badan Standar Nasional Pendidikan. (2006). Panduan Penyusunan Kurikulum
Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.
Jakarta
Ben-Zvi, R., Eylon, B., Silberstein, J. (1986). Is an atom of copper malleable?
Journal of Chemical Education. 63, 64-66.
Berg, v.d.E. (1991). Miskonsepsi siswa dan Remediasi. Salatiga: Universitas
Kristen Satya Wacana
Brady dan Holum. (1993). Chemistry: The Study of Matter and Its Changes.
United States of America. John Wiley and Sons, Inc.
Cakmakci, G., Donnelly, J., Leach, J. (2005). “A cross sectional study of the
understanding of the relationships between concentration and reaction rate
among turkish secondary and undergraduate students” dalam Research and
The Quality of Science Education. Springer: Printed in The Netherlands.
Calik, M., Ayas, A. (2005). A comparison of level of understanding of eighthgrade students and science student teachers related to selected chemistry
concepts. Journal of Researc In Science Teaching. 42, (6), 638-667.
Canpolat, N., Pinarbasi, T., dan Sozbilir, M. (2006). Prospective teachers’
misconceptions of vaporization and vapor pressure. Journal of Chemical
Education. 83, (8), 1237-1242.
Carey, S. (1985). Conseptual Change in Childhood. Cambridge, MA: MIT Press.
186
Carr M. (1996). Interviews about instances and interviews about events, in D.F.
Treagust, R. Duit, and B.J. Fraser (Eds.), Improving teaching and learning
in science and mathematics, Teachers College Press, New York, 44-53.
Chandrasegaran, A.L., Treagust, D.F., Mocerino, M. (2007). The development of
a two-tier multiple-choice diagnostic instrument for evaluating secondary
school students’ ability to describe and explain chemical reactions using
multiple levels of representation. Chemistry Education Research and
Practice. 8, (3), 293-307.
Chang, R., a.b. Tim Departemen Kimia Institut Teknologi Bandung. (2005).
Kimia Dasar: Konsep-konsep Inti. Jakarta: Erlangga.
Chi, M., T.H., dan Roscoe, R.D. (2002). The Process and Challenges of
Conceptual Change. Dalam M. Limon dan L. Mason, Reconsidering
Conceptual Change. Issues an Theory and Practice. Dordrecht: Kluwer
Academic Publishers.
Chi, M., T.H. (2005). Commonsense conceptions of emergent processes: Why
some misconceptions are robust. The Journal of The Learning Sciences,
14(2), 161-199.
Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of
thermal equilibrium: An examination of the process of conceptual
restructuring. Cognition and Instruction, 24(4), 467-563
Cotton, F., A. dan Wilkinson, G. a.b. Sahati Suharto. (1989). Kimia Anorganik
Dasar. Jakarta: UI-Press.
Creswell, J. W. (1997). Qualitative Inquiry and Research Design: Choosing
among Five Traditions. London: Sage Publications
diSessa, A. A., Gillespie, N., Esterly, J. (2004). Coherence versus frgamentation
in the development of the concept of force. Cognitive Science, 28, 843-900
diSessa, A.A. (1993). Toward an epistemology of physics. Cognition and
Instruction 10, 10(2&3), 105-225.
Dahar R. W. (1989). Teori-teori Belajar. Jakarta: Erlangga.
Driver, R. (1989). Students’ conceptions and the learning of science. International
Journal of Science Education. 11, 481-490.
Driver, R., Easley, J (1978). Pupils and Paradigms: A review of literature related
to concept development in adolescent science studies. Studies in Science
Education. 5, 61-84.
187
Duit R., Treagust, D.F. (1995). Students’ conceptions and contructivist teaching
approaches. Improving Science Education. 46-69
Dykstra, D.I., Boyle, C.F., dan Monarch, I.A. (1992). Studying conceptual change
in learning physics. Science Education. 76, 615-652.
Fadiawati, N., Liliasari. (2009). Pengaruh Pembelajaran dan Konsepsi Guru
Kimia Terhadap Konsepsi Siswa SMA Kelas XI Tentang Struktur Atom.
Prosising Seminar Nasional Kimia. Universitas Negeri Surabaya
____________________. (2008). High School Students’ Alternative Conceptions
Related to Concepts of Atomic Structure. Prosiding on The 2nd International
Seminar on Science Education. Bandung
Finatri, D., Anna, P., Wahyu, S. (2007). Analisis konsepsi guru-guru kimia SMA
Terhadap Level Mikroskopik Dalam Konsep Larutan Asam Basa. Jurnal
Penelitian Pendidikan IPA.Vol. I No. 1, Maret 2007
Glaser, B. G., Strauss, A. L. (1980). The Discovery of Grounded Theory. New
York: Aldine Publishing Company.
Greiffenhagen, C., Sherman, W. (2006). Kuhn and conceptual change: on the
analogy between conceptual changes in science and children. Tersedia:
http://personal pages. Manchester.ac.uk/staff/christian.greiffen hagen/files/
cc_kuhn_20061027.pdf. [24 November 2007].
Harrison, A., G., Grayson, D., J., dan Treagust, D., F. (1999). Investigating a
grade 11 student’s evolving conceptions of heat and temperature. Journal of
Research in Science Teaching, 36(1), 55-87.
Herron, et al. (1977). Problems Associated with Concept Analysis. Science
Education, 61 (2), 185-199.
Hestenes, D. (1987). Toward modeling theory of physics instruction. American
Journal of Physics, 53, 1043-1054
Hewson, P.W. (1992). Conceptual Change in Science Teaching and Teacher
Education. Makalah disajikan pada” Research and curriculum development
in science teaching” under the auspices of the National Center for Education
Research, documentation, and assessment, ministry for education and
science.
Madrid,
Spain.[Online].
Tersedia:
http://www.learner
org/channel/workshops/lala 2/support/hewson.pdf. [24 November 2007].
Hewson, P. dan Hewson, M. (1983). Effect of instruction using students’ prior
knowledge and conceptual change strategies on science learning. Journal of
research in Science Teaching, 20, 731-743.
188
Ionnides, C., dan Vasniadou, S. (2002). The changing meaning of force. Cognitive
Science Quartely, 2, 5-61.
Johnston, A.H.. (1991). Why is science difficult to learn? Things are seldom what
they seem. Journal of Computer Assisted Learning. I, 75-83.
Lappi, O. (2007). Conceptual Change in Cognitive Science Education-towards
Understanding and Supporting Multidisciplinary Learning. [Online].
Tersedia:http://home.edu.helsinki.fi/nolappi/papers/conceptualchange_euroc
ogsci07_2007.pdf. [24 November 2007]
Linn, M.C., Eylon, B., dan Davis, E. A. (2004). The Knowledge Integration
Perspective on Learning. Internet environments for science education. NJ
Lawrence Erlbaum Associates.
Locaylocay, J., Van Den Berg, E., Magno, M. (2005). “Changes in college
students’ conceptions of chemical equilibrium”, dalam Research and The
Quality of Science Education. Springer: Printed in The Netherlands.
Matlin, M.W. (2003). Cognition. New York. John Wiley & Sons.
McDermot, L. C., and Shaffer, P.S. (1992). Research as a guide for curriculum
development: an example from introductory electricity. Part I: investigation
of student understanding. American Journal of Physics, 60, 994-1002
Moleong, L. J. (2008). Metodologi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Nakhleh, M.B. (1992). Why some students don’t learn chemistry: Chemical
misconceptions. Journal of Chemical Education. 69, 191-196.
Nakiboglu, C., Tekin, B. B., (2006). Identifying students’ misconceptions about
nuclear chemistry. Journal of Chemical Education. 83, (11), 1712-1718.
Novak J.D. (1996), Concept mapping: a tool for improving science teaching and
learning, in D.F. Treagust, R. Duit and B.J. Fraser (Eds.), Improving
teaching and learning in science and mathematics, Teachers College Press,
New York, 32-43.
Novak, J.D., Gowin, D.B. (1985). Learning How to Learn. Cambridge.
Cambridge University Press.
Nur, Mohamad. (2004). Strategi-strategi Belajar: disadur dari Chapter 6 Learning
and Study Strategies buku Classroom Instruction and Management oleh
Richard I. Arends. Surabaya. Unesa-University Press.
Nurhadi dkk. (2004). Pembelajaran Kontekstual dan Penenrapannya dalam KBK.
Malang: Universitas Negeri Malang.
189
Oakley, Lisa. (2004). Cognitive Development. New York. Routledge.
Oxtoby, D. W., Gillis, H.P., Nachtrieb, N. H. (2003). Prinsip-Prinsip Kimia
Modern (Edisi 4 Jilid 2). Jakarta. Erlangga.
Ozdemir, G., Clark, D. B., (2007). An overview of conceptual change theories.
Eurasia Journal of Mathematics, Science & Technology Education, 3(4),
351-361
Parning, Horale, Tiopan. (2006). Kimia SMA Kelas XI Semester Pertama.
Jakarta:Yudhistira.
Peterson, R.F., Treagust D.F. and Garnett P.J. (1989). Development and
application of a diagnostic instrument to evaluate grade 11 & 12 students'
concepts of covalent bonding and structure after a course of instruction,
Journal of Research in Science Teaching, 26, 301-314.
Petrucci, R. H., a.b.Suminar. (1987). Kimia Dasar: Prinsip dan Terapan Modern.
(Edisi 4, Jilid 1). Jakarta: Erlangga.
Piaget, J. (1950). The Psychology of Intelligence. New York: Harcourt, Brace.
Posner, G. J., et al. (1982). Accomodation of a scientific conception: Toward a
theory of conceptual change. Science Education, 66, 211-227
Priyana, Narsito. (1990). Kimia Anorganik (Diktat Persiapan Perkuliahan Program
Lanjutan MIPA Lembaga Pendidikan Tenaga Kepndidikan). Tidak
diterbitkan
Purba, M. (2006). Kimia untuk SMA Jilid 2A. Jakarta: Erlangga
Putra, Y. P. (2008). Memori dan Pembelajaran Efektif. Bandung. CV.Yrama
Widya.
Quiles-Pardo, J. dan Solaz-Portoles, J.J. (1995). Students and teachers
misapplication of Le Chatelier’s Principle: implication fos the teaching of
chemical equilibrium. Journal of Research in Science Teaching, 32, 939957.
Reisberg, D. (2006). Cognition: Exploring The Science of The Mind. New York.
W.W. Norton & Company.
Satori, D., Komariah, A. (2010). Metodology Penelitian Kualitatif. Bandung.
Alfabeta.
190
Schmidt, H.J., Baumgartner, T., Eybe, H. (2003). Changing ideas about the
periodic table of elements and students’ alternative concepts of isotopes and
allotropes. Journal of Research In Science Teaching. 40, (3), 257-277.
Skelly, K. M., Hall, D. (1993). The development and validation of a
categorization of sources of misconceptions in chemistry. Proceedings,
Third International Seminar on Misconceptions and Educational Strategies
in Science and Mathematics. 1496-1535.
Solso, R. L., Maclin, M. K., and Maclin, O.H. (2005). Cognitive Psychology. New
York. Pearson.
Strike A., dan Posner, G.J. (1985). “A conceptual change view of learning and
understanding”, dalam Cognitive Structure and Conceptual Change. New
York. Academic Press, Inc.
Taber K.S. (1999). Ideas about ionisation energy: a diagnostic instrument, School
Science Review, 81, 97-104.
________. (1997). Student understanding of ionic bonding: molecular versus
electrostatic framework? School Science Review, 78, 85-95.
Talanquer, V. (2006). Commonsense Chemistry: A Model for Understaning
Students’ Alternative Conceptions. Journal of Chemical Education. 83, (5),
811-816.
Tan, K.C.D., et al. (2005). The ionisation energy diagnostic instrument: a two-tier
multiple-choice instrument to determine high school students’
understanding of ionisation energy. Chemistry Education Research and
Practice. 6, (4), 180-197.
Tan K.C.D., Goh N.K., Chia L.S. and Treagust D.F. (2002). Development and
application of a two-tier multiple choice diagnostic instrument to assess high
school students’ understanding of inorganic qualitative analysis, Journal of
Research in Science Teaching, 39, 283-301.
Tan K.C.D. and Treagust D.F. (1999). Evaluating students' understanding of
chemical bonding, School Science Review, 81 (294), 75-83.
Tim Penyusun. (2003). Buku Panduan Perkuliahan Fakultas Keguruan dan Ilmu
Pendidikan Universitas Lampung. Bandar Lampung. Unila Press.
Treagust D. F. (1988). Development and use of diagnostic tests to evaluate
students’ misconceptions in science. International Journal of Science
Education. 10, 159-169.
Tyson L., Treagust D.F. and Bucat R.B., (1999), The complexity of teaching and
learning chemical equilibrium. Journal of Chemical Education, 76, 554-558.
191
Wellman, H. M., dan Gelman, S. (1992). Cognitive development: Foundatational
theories of core domains. Annual Review of Psychology, 43, 337-375.
West, L.H.T. dan Pines, A.L. (1985). “Introduction”, dalam Cognitive Structure
and Conceptual Change. New York. Academic Press, Inc.
White R. T. (1992). Implications of recent research on learning for curriculum and
assessment. Journal of Curriculum Studies, 24, 153-164
Wiser, M. dan Carey, S. (1983). When heat and temperature were one. Dalam D.
Gentner dan A Stevens (Eds.), Mental models, Hillsdale, NJ: Lawrence
Erlbaum Accociates, Inc.
Wittrock, M.C. (1985). “Learning science by generating new conceptions from
old ideas”, dalam Cognitive Structure and Conceptual Change. New York.
Academic Press, Inc.
Yezierski, E. J., dan Birk, J. P. (2006). Misconceptions about the particulate
nature of matter: using animations to close the gender gap. Journal of
Chemical Education. 83, (6), 954-960.
Anderson, L.W. et al. (2001). A Taxonomy for Learning, Teaching, and Assesing
(A revision of Bloom’s Taxonomy of educational objective). New York.
Longman, Inc.
Arends, R., I. (2008). Learning To Teach: Belajar untuk Mengajar. Edisi ketujuh. Yogyakarta: Pustaka Belajar.
Ausubel, D.P. (1968). Educational Psychology: a cognitif view. New York: Holt,
Rinehart and Winston.
Azizoglu, N., Alkan, M., Geban, O. (2006). Undergraduate pre-service teachers’
understandings and misconceptions of phase equilibrium. Journal of
Chemical Education. 83, (6), 947-953.
Badan Standar Nasional Pendidikan. (2006). Panduan Penyusunan Kurikulum
Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.
Jakarta
Ben-Zvi, R., Eylon, B., Silberstein, J. (1986). Is an atom of copper malleable?
Journal of Chemical Education. 63, 64-66.
Berg, v.d.E. (1991). Miskonsepsi siswa dan Remediasi. Salatiga: Universitas
Kristen Satya Wacana
Brady dan Holum. (1993). Chemistry: The Study of Matter and Its Changes.
United States of America. John Wiley and Sons, Inc.
Cakmakci, G., Donnelly, J., Leach, J. (2005). “A cross sectional study of the
understanding of the relationships between concentration and reaction rate
among turkish secondary and undergraduate students” dalam Research and
The Quality of Science Education. Springer: Printed in The Netherlands.
Calik, M., Ayas, A. (2005). A comparison of level of understanding of eighthgrade students and science student teachers related to selected chemistry
concepts. Journal of Researc In Science Teaching. 42, (6), 638-667.
Canpolat, N., Pinarbasi, T., dan Sozbilir, M. (2006). Prospective teachers’
misconceptions of vaporization and vapor pressure. Journal of Chemical
Education. 83, (8), 1237-1242.
Carey, S. (1985). Conseptual Change in Childhood. Cambridge, MA: MIT Press.
186
Carr M. (1996). Interviews about instances and interviews about events, in D.F.
Treagust, R. Duit, and B.J. Fraser (Eds.), Improving teaching and learning
in science and mathematics, Teachers College Press, New York, 44-53.
Chandrasegaran, A.L., Treagust, D.F., Mocerino, M. (2007). The development of
a two-tier multiple-choice diagnostic instrument for evaluating secondary
school students’ ability to describe and explain chemical reactions using
multiple levels of representation. Chemistry Education Research and
Practice. 8, (3), 293-307.
Chang, R., a.b. Tim Departemen Kimia Institut Teknologi Bandung. (2005).
Kimia Dasar: Konsep-konsep Inti. Jakarta: Erlangga.
Chi, M., T.H., dan Roscoe, R.D. (2002). The Process and Challenges of
Conceptual Change. Dalam M. Limon dan L. Mason, Reconsidering
Conceptual Change. Issues an Theory and Practice. Dordrecht: Kluwer
Academic Publishers.
Chi, M., T.H. (2005). Commonsense conceptions of emergent processes: Why
some misconceptions are robust. The Journal of The Learning Sciences,
14(2), 161-199.
Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of
thermal equilibrium: An examination of the process of conceptual
restructuring. Cognition and Instruction, 24(4), 467-563
Cotton, F., A. dan Wilkinson, G. a.b. Sahati Suharto. (1989). Kimia Anorganik
Dasar. Jakarta: UI-Press.
Creswell, J. W. (1997). Qualitative Inquiry and Research Design: Choosing
among Five Traditions. London: Sage Publications
diSessa, A. A., Gillespie, N., Esterly, J. (2004). Coherence versus frgamentation
in the development of the concept of force. Cognitive Science, 28, 843-900
diSessa, A.A. (1993). Toward an epistemology of physics. Cognition and
Instruction 10, 10(2&3), 105-225.
Dahar R. W. (1989). Teori-teori Belajar. Jakarta: Erlangga.
Driver, R. (1989). Students’ conceptions and the learning of science. International
Journal of Science Education. 11, 481-490.
Driver, R., Easley, J (1978). Pupils and Paradigms: A review of literature related
to concept development in adolescent science studies. Studies in Science
Education. 5, 61-84.
187
Duit R., Treagust, D.F. (1995). Students’ conceptions and contructivist teaching
approaches. Improving Science Education. 46-69
Dykstra, D.I., Boyle, C.F., dan Monarch, I.A. (1992). Studying conceptual change
in learning physics. Science Education. 76, 615-652.
Fadiawati, N., Liliasari. (2009). Pengaruh Pembelajaran dan Konsepsi Guru
Kimia Terhadap Konsepsi Siswa SMA Kelas XI Tentang Struktur Atom.
Prosising Seminar Nasional Kimia. Universitas Negeri Surabaya
____________________. (2008). High School Students’ Alternative Conceptions
Related to Concepts of Atomic Structure. Prosiding on The 2nd International
Seminar on Science Education. Bandung
Finatri, D., Anna, P., Wahyu, S. (2007). Analisis konsepsi guru-guru kimia SMA
Terhadap Level Mikroskopik Dalam Konsep Larutan Asam Basa. Jurnal
Penelitian Pendidikan IPA.Vol. I No. 1, Maret 2007
Glaser, B. G., Strauss, A. L. (1980). The Discovery of Grounded Theory. New
York: Aldine Publishing Company.
Greiffenhagen, C., Sherman, W. (2006). Kuhn and conceptual change: on the
analogy between conceptual changes in science and children. Tersedia:
http://personal pages. Manchester.ac.uk/staff/christian.greiffen hagen/files/
cc_kuhn_20061027.pdf. [24 November 2007].
Harrison, A., G., Grayson, D., J., dan Treagust, D., F. (1999). Investigating a
grade 11 student’s evolving conceptions of heat and temperature. Journal of
Research in Science Teaching, 36(1), 55-87.
Herron, et al. (1977). Problems Associated with Concept Analysis. Science
Education, 61 (2), 185-199.
Hestenes, D. (1987). Toward modeling theory of physics instruction. American
Journal of Physics, 53, 1043-1054
Hewson, P.W. (1992). Conceptual Change in Science Teaching and Teacher
Education. Makalah disajikan pada” Research and curriculum development
in science teaching” under the auspices of the National Center for Education
Research, documentation, and assessment, ministry for education and
science.
Madrid,
Spain.[Online].
Tersedia:
http://www.learner
org/channel/workshops/lala 2/support/hewson.pdf. [24 November 2007].
Hewson, P. dan Hewson, M. (1983). Effect of instruction using students’ prior
knowledge and conceptual change strategies on science learning. Journal of
research in Science Teaching, 20, 731-743.
188
Ionnides, C., dan Vasniadou, S. (2002). The changing meaning of force. Cognitive
Science Quartely, 2, 5-61.
Johnston, A.H.. (1991). Why is science difficult to learn? Things are seldom what
they seem. Journal of Computer Assisted Learning. I, 75-83.
Lappi, O. (2007). Conceptual Change in Cognitive Science Education-towards
Understanding and Supporting Multidisciplinary Learning. [Online].
Tersedia:http://home.edu.helsinki.fi/nolappi/papers/conceptualchange_euroc
ogsci07_2007.pdf. [24 November 2007]
Linn, M.C., Eylon, B., dan Davis, E. A. (2004). The Knowledge Integration
Perspective on Learning. Internet environments for science education. NJ
Lawrence Erlbaum Associates.
Locaylocay, J., Van Den Berg, E., Magno, M. (2005). “Changes in college
students’ conceptions of chemical equilibrium”, dalam Research and The
Quality of Science Education. Springer: Printed in The Netherlands.
Matlin, M.W. (2003). Cognition. New York. John Wiley & Sons.
McDermot, L. C., and Shaffer, P.S. (1992). Research as a guide for curriculum
development: an example from introductory electricity. Part I: investigation
of student understanding. American Journal of Physics, 60, 994-1002
Moleong, L. J. (2008). Metodologi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Nakhleh, M.B. (1992). Why some students don’t learn chemistry: Chemical
misconceptions. Journal of Chemical Education. 69, 191-196.
Nakiboglu, C., Tekin, B. B., (2006). Identifying students’ misconceptions about
nuclear chemistry. Journal of Chemical Education. 83, (11), 1712-1718.
Novak J.D. (1996), Concept mapping: a tool for improving science teaching and
learning, in D.F. Treagust, R. Duit and B.J. Fraser (Eds.), Improving
teaching and learning in science and mathematics, Teachers College Press,
New York, 32-43.
Novak, J.D., Gowin, D.B. (1985). Learning How to Learn. Cambridge.
Cambridge University Press.
Nur, Mohamad. (2004). Strategi-strategi Belajar: disadur dari Chapter 6 Learning
and Study Strategies buku Classroom Instruction and Management oleh
Richard I. Arends. Surabaya. Unesa-University Press.
Nurhadi dkk. (2004). Pembelajaran Kontekstual dan Penenrapannya dalam KBK.
Malang: Universitas Negeri Malang.
189
Oakley, Lisa. (2004). Cognitive Development. New York. Routledge.
Oxtoby, D. W., Gillis, H.P., Nachtrieb, N. H. (2003). Prinsip-Prinsip Kimia
Modern (Edisi 4 Jilid 2). Jakarta. Erlangga.
Ozdemir, G., Clark, D. B., (2007). An overview of conceptual change theories.
Eurasia Journal of Mathematics, Science & Technology Education, 3(4),
351-361
Parning, Horale, Tiopan. (2006). Kimia SMA Kelas XI Semester Pertama.
Jakarta:Yudhistira.
Peterson, R.F., Treagust D.F. and Garnett P.J. (1989). Development and
application of a diagnostic instrument to evaluate grade 11 & 12 students'
concepts of covalent bonding and structure after a course of instruction,
Journal of Research in Science Teaching, 26, 301-314.
Petrucci, R. H., a.b.Suminar. (1987). Kimia Dasar: Prinsip dan Terapan Modern.
(Edisi 4, Jilid 1). Jakarta: Erlangga.
Piaget, J. (1950). The Psychology of Intelligence. New York: Harcourt, Brace.
Posner, G. J., et al. (1982). Accomodation of a scientific conception: Toward a
theory of conceptual change. Science Education, 66, 211-227
Priyana, Narsito. (1990). Kimia Anorganik (Diktat Persiapan Perkuliahan Program
Lanjutan MIPA Lembaga Pendidikan Tenaga Kepndidikan). Tidak
diterbitkan
Purba, M. (2006). Kimia untuk SMA Jilid 2A. Jakarta: Erlangga
Putra, Y. P. (2008). Memori dan Pembelajaran Efektif. Bandung. CV.Yrama
Widya.
Quiles-Pardo, J. dan Solaz-Portoles, J.J. (1995). Students and teachers
misapplication of Le Chatelier’s Principle: implication fos the teaching of
chemical equilibrium. Journal of Research in Science Teaching, 32, 939957.
Reisberg, D. (2006). Cognition: Exploring The Science of The Mind. New York.
W.W. Norton & Company.
Satori, D., Komariah, A. (2010). Metodology Penelitian Kualitatif. Bandung.
Alfabeta.
190
Schmidt, H.J., Baumgartner, T., Eybe, H. (2003). Changing ideas about the
periodic table of elements and students’ alternative concepts of isotopes and
allotropes. Journal of Research In Science Teaching. 40, (3), 257-277.
Skelly, K. M., Hall, D. (1993). The development and validation of a
categorization of sources of misconceptions in chemistry. Proceedings,
Third International Seminar on Misconceptions and Educational Strategies
in Science and Mathematics. 1496-1535.
Solso, R. L., Maclin, M. K., and Maclin, O.H. (2005). Cognitive Psychology. New
York. Pearson.
Strike A., dan Posner, G.J. (1985). “A conceptual change view of learning and
understanding”, dalam Cognitive Structure and Conceptual Change. New
York. Academic Press, Inc.
Taber K.S. (1999). Ideas about ionisation energy: a diagnostic instrument, School
Science Review, 81, 97-104.
________. (1997). Student understanding of ionic bonding: molecular versus
electrostatic framework? School Science Review, 78, 85-95.
Talanquer, V. (2006). Commonsense Chemistry: A Model for Understaning
Students’ Alternative Conceptions. Journal of Chemical Education. 83, (5),
811-816.
Tan, K.C.D., et al. (2005). The ionisation energy diagnostic instrument: a two-tier
multiple-choice instrument to determine high school students’
understanding of ionisation energy. Chemistry Education Research and
Practice. 6, (4), 180-197.
Tan K.C.D., Goh N.K., Chia L.S. and Treagust D.F. (2002). Development and
application of a two-tier multiple choice diagnostic instrument to assess high
school students’ understanding of inorganic qualitative analysis, Journal of
Research in Science Teaching, 39, 283-301.
Tan K.C.D. and Treagust D.F. (1999). Evaluating students' understanding of
chemical bonding, School Science Review, 81 (294), 75-83.
Tim Penyusun. (2003). Buku Panduan Perkuliahan Fakultas Keguruan dan Ilmu
Pendidikan Universitas Lampung. Bandar Lampung. Unila Press.
Treagust D. F. (1988). Development and use of diagnostic tests to evaluate
students’ misconceptions in science. International Journal of Science
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