S KIM 1204827 Bibliography
DAFTAR PUSTAKA
Barke, H. D., dkk. (2009). Misconception in Chemistry. Berlin: Springer.
Berg, vdE. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas
Kristen Satya Wacana.
Brown. (1989). Students’s concept of force: The importance of understanding
Newton’s third law. Physics Education, 24, hlm. 353-357.
Brown. T. L. (1992). Using examples and analogies to remediate misconceptions
in physics: Factors influencing conceptual change. Journal of Research in
Science Teaching, 29 (1), hlm. 17-34.
Chang, R. (2004). Kimia dasar, konsep-konsep inti. Edisi Ketiga Jilid Satu.
Jakarta: Erlangga.
Cohen, L., dkk. (2007). Research Method in Education. British: British Library.
Dahar, R. W. (2011). Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.
Davetak, I., dkk. (2008). Assessing 16-year-old students’ understanding of
aqueous solution at submicroscopic level. Springer, 39 (1), hlm. 157-179.
Djanette, B. & Fouad, C. (2014). Determination of university students’
misconceptions about light using concept maps. Procedia - Social and
Behavioral Sciences, hlm. 582 – 589.
Duck, S. & McMahan, D. T. (2012). The Basic of comunication: a relational
perspective. California: SAGE Publication Inc.
Feldsine, J. (1987). Distinguishing student misconceptions from alternate
conceptual frameworks through the construction of concept maps. In
Proceedings of the Second International Seminar on Misconceptions and
Educational Strategies in Science and Mathematics, (1), hlm. 177-181.
Ithaca, New York: Cornell University.
Fowler & Jaoude. (1987). Using hierarchical concepts/proposition maps to plan
instruction that addresses existing and potential student misunderstandings
in science. In Proceedings of the Second International Seminar on
Misconcep-tions and Educational Strategies in Science and
Mathematics,(1), hlm. 182-186. Ithaca, New York: Cornell University.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
87
88
Harrel, P., dkk. (2012). Using concept maps to assess and categorize elementary
preservice teachers misconceptions. Proc. of the Fifth Int. Conference on
Concept Mapping, hlm. 1-8. Amerika Serikat: University of North Texas.
Jansoon, N., dkk. (2009). Understanding mental models of dilution in Thai
students. International Journal of Environmental & Science Education,
4(2), hlm.147-168.
Johnstone, A. H. (2000). Teaching of chemistry – logical or physical. Chemistry
Education: Research and Practice in Europe, 1 (1), hlm. 9-15.
Keenan, dkk. (1980). Kimia Untuk Universitas Jilid 1 Edisi Keenam. Jakarta:
Erlangga.
Kelly, J., dkk. (2010). A pre-post topic assessment tool for uncovering
misconceptions and assessing their repair and conceptual change.40th
ASEE/IEEE Frontiers in Education Conference, hlm. 1-6. Washington
DC: IEEE.
Lidyawati. (2014). Penggunaan Peta Konsep untuk Menganalisis Miskonsepsi
Siswa. (Skripsi). UIN Syarif Hidayatullah, Jakarta.
Mahmudah, R. (2013). Identifikasi Miskonsepsi Peserta Didik pada Konsep Suhu
dan Kalor dengan Menggunakan Peta Konsep dan Wawancara. (Skripsi).
UIN Sunan Kalijaga, Yogyakarta.
Naah, B.M. (2012). Identifying students' misconceptions in writing balanced
equations for dissolving ionic compounds in water and using multiplechoice questions at the symbolic and particulate levels to confront these
misconceptions. (Disertasi). Middle Tennessee State University,
Murfreesboro, TN.
Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of
Chemistry Education, 80 (11), hlm. 191-196.
Novak & Gowin. (1984). Learning how to learn. Cambridge: University Press.
Novak, J. D. & Canas, A. J. (2008). The Theory Underlying Concept Maps and
How to Construct Them Technical Report IHMC CmapTools. Florida:
Institute for Human and Machine Cognition.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
89
Novak, J. D. (1996). Concept mapping: a tool for improving science teaching and
learning. New York: Teacher College Press.
Novak, J. D. (2006). The Theory Underlying Concept Maps and How to
Construct Them. Diakses di
http://.stanford.edu/dept/SUSE/projects/ireport/articles/concepts_maps/Th
e%20Underlying%20Concept%Maps.pdf
Novak, J. D. (2010). Learning, creating, and using knowledge: concept maps as
facilitative tools in schools and corporations. Journal of e-Learning and
Knowledge Society, 6 (3), hlm. 21-30.
Pendley, B. D., dkk. (1994). Concept maps as a tool to assessing learning in
chemistry. Journal of Chemical Educatio, 71 (1), hlm. 9-15.
Purba, J. P. & Depari, G. (2008). Penelusuran miskonsepsi mahasiswa tentang
konsep dalam rangkaian listrik menggunakan certainly response of index
and interview. Bandung: FPTK Universitas Pendidikan Indonesia.
Rahayu, A. A. (2011). Penggunaan peta konsep untuk mengatasi miskonsepsi
siswa pada konsep jaringan tumbuhan. Skripsi. UIN Syarif Hidayatullah,
Jakarta.
Rofifah, R. (2015). Pengembangan Tes Diagnostik Pilihan Ganda Two-Tier
Berbasis Piktorial untuk Mengidentifikasi MiskonsepsiSiswa pada Materi
Larutan Elektrolit dan Nonelektrolit. Skripsi. Universitas Pendidikan
Indonesia, Bandung.
Roos, B. & Munby, H. (1991). Concept mapping and misconceptions: a study of
high‐school students’ understandings of acids and bases. International
Journal of Science Education, 13 (1), hlm.11-23.
Sabaniati, A. (2009). Analisis hasil belajar level makroskopis, mikroskopis dan
simbolik siswa SMA pada materi pokok larutan elektrolit dan
nonelektrolit. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Salirawati, D. (2010). Pengembangan Model Instrumen Pendeteksi Miskonsepsi
Kimia pada Peserta Didik SMA. (Disertasi). Universitas Negeri
Yogyakarta, Yogyakarta.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
90
Smith, E. L., dkk. (1993). Teaching strategies associated with conceptual change
learning in science. Journal of Research in Science Teaching, 30, hlm.
111-126.
Stoica, I., dkk. (2011). Concept maps, a must for the modern teaching-learning
process. Romanian Reports in Physics, 63 (2), hlm.567–576.
Stojanovska, M., dkk. (2014). Study of the use three levels of thinking and
representation. Contributions, Sec. Nat. Math. Biotech. Sci., MASA, 35 (1),
hlm. 37-46.
Sudijono, A. (1996). Pengantar Evaluasi Pendidikan. Jakarta: PT Raja Grafindo
Persada.
Sukardi. (2003). Metodologi Penelitian Pendidikan. Jakarta: Bumi Aksara.
Sukmadinata, N. S. (2005). Metode Penelitian Pendidikan. Bandung: PT. Remaja
Rosdakarya.
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan
Fisika. Jakarta: Grasindo.
Susanti, S.S. (2014). Pengembangan tes diagnostic pilihan ganda dua tingkat
untuk mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit
dan nonelektrolit. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Taber, K. S. (2009). Challenging misconceptions in the chemistry classroom:
resources to support teachers. Educatio Quimica. 4 (1), hlm.13-20.
Whitten, K.W., dkk. (2004). General chemistry seventh edition. Amerika: Brooks
Cole.
Woldeamanuel, M. M., dkk. (2014). What makes chemistry difficult? AJCE, 4 (2),
hlm. 31-43.
Zeilik, M. (1998). Concept Mapping. Mexico: Department of Physics &
Astronomy University of New Mexico.
Zumdahl, S.S., & Zumdahl, S.A. (2007). Chemistry seventh edition. Boston:
Houghton Mifflin Company.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Barke, H. D., dkk. (2009). Misconception in Chemistry. Berlin: Springer.
Berg, vdE. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas
Kristen Satya Wacana.
Brown. (1989). Students’s concept of force: The importance of understanding
Newton’s third law. Physics Education, 24, hlm. 353-357.
Brown. T. L. (1992). Using examples and analogies to remediate misconceptions
in physics: Factors influencing conceptual change. Journal of Research in
Science Teaching, 29 (1), hlm. 17-34.
Chang, R. (2004). Kimia dasar, konsep-konsep inti. Edisi Ketiga Jilid Satu.
Jakarta: Erlangga.
Cohen, L., dkk. (2007). Research Method in Education. British: British Library.
Dahar, R. W. (2011). Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.
Davetak, I., dkk. (2008). Assessing 16-year-old students’ understanding of
aqueous solution at submicroscopic level. Springer, 39 (1), hlm. 157-179.
Djanette, B. & Fouad, C. (2014). Determination of university students’
misconceptions about light using concept maps. Procedia - Social and
Behavioral Sciences, hlm. 582 – 589.
Duck, S. & McMahan, D. T. (2012). The Basic of comunication: a relational
perspective. California: SAGE Publication Inc.
Feldsine, J. (1987). Distinguishing student misconceptions from alternate
conceptual frameworks through the construction of concept maps. In
Proceedings of the Second International Seminar on Misconceptions and
Educational Strategies in Science and Mathematics, (1), hlm. 177-181.
Ithaca, New York: Cornell University.
Fowler & Jaoude. (1987). Using hierarchical concepts/proposition maps to plan
instruction that addresses existing and potential student misunderstandings
in science. In Proceedings of the Second International Seminar on
Misconcep-tions and Educational Strategies in Science and
Mathematics,(1), hlm. 182-186. Ithaca, New York: Cornell University.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
87
88
Harrel, P., dkk. (2012). Using concept maps to assess and categorize elementary
preservice teachers misconceptions. Proc. of the Fifth Int. Conference on
Concept Mapping, hlm. 1-8. Amerika Serikat: University of North Texas.
Jansoon, N., dkk. (2009). Understanding mental models of dilution in Thai
students. International Journal of Environmental & Science Education,
4(2), hlm.147-168.
Johnstone, A. H. (2000). Teaching of chemistry – logical or physical. Chemistry
Education: Research and Practice in Europe, 1 (1), hlm. 9-15.
Keenan, dkk. (1980). Kimia Untuk Universitas Jilid 1 Edisi Keenam. Jakarta:
Erlangga.
Kelly, J., dkk. (2010). A pre-post topic assessment tool for uncovering
misconceptions and assessing their repair and conceptual change.40th
ASEE/IEEE Frontiers in Education Conference, hlm. 1-6. Washington
DC: IEEE.
Lidyawati. (2014). Penggunaan Peta Konsep untuk Menganalisis Miskonsepsi
Siswa. (Skripsi). UIN Syarif Hidayatullah, Jakarta.
Mahmudah, R. (2013). Identifikasi Miskonsepsi Peserta Didik pada Konsep Suhu
dan Kalor dengan Menggunakan Peta Konsep dan Wawancara. (Skripsi).
UIN Sunan Kalijaga, Yogyakarta.
Naah, B.M. (2012). Identifying students' misconceptions in writing balanced
equations for dissolving ionic compounds in water and using multiplechoice questions at the symbolic and particulate levels to confront these
misconceptions. (Disertasi). Middle Tennessee State University,
Murfreesboro, TN.
Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of
Chemistry Education, 80 (11), hlm. 191-196.
Novak & Gowin. (1984). Learning how to learn. Cambridge: University Press.
Novak, J. D. & Canas, A. J. (2008). The Theory Underlying Concept Maps and
How to Construct Them Technical Report IHMC CmapTools. Florida:
Institute for Human and Machine Cognition.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
89
Novak, J. D. (1996). Concept mapping: a tool for improving science teaching and
learning. New York: Teacher College Press.
Novak, J. D. (2006). The Theory Underlying Concept Maps and How to
Construct Them. Diakses di
http://.stanford.edu/dept/SUSE/projects/ireport/articles/concepts_maps/Th
e%20Underlying%20Concept%Maps.pdf
Novak, J. D. (2010). Learning, creating, and using knowledge: concept maps as
facilitative tools in schools and corporations. Journal of e-Learning and
Knowledge Society, 6 (3), hlm. 21-30.
Pendley, B. D., dkk. (1994). Concept maps as a tool to assessing learning in
chemistry. Journal of Chemical Educatio, 71 (1), hlm. 9-15.
Purba, J. P. & Depari, G. (2008). Penelusuran miskonsepsi mahasiswa tentang
konsep dalam rangkaian listrik menggunakan certainly response of index
and interview. Bandung: FPTK Universitas Pendidikan Indonesia.
Rahayu, A. A. (2011). Penggunaan peta konsep untuk mengatasi miskonsepsi
siswa pada konsep jaringan tumbuhan. Skripsi. UIN Syarif Hidayatullah,
Jakarta.
Rofifah, R. (2015). Pengembangan Tes Diagnostik Pilihan Ganda Two-Tier
Berbasis Piktorial untuk Mengidentifikasi MiskonsepsiSiswa pada Materi
Larutan Elektrolit dan Nonelektrolit. Skripsi. Universitas Pendidikan
Indonesia, Bandung.
Roos, B. & Munby, H. (1991). Concept mapping and misconceptions: a study of
high‐school students’ understandings of acids and bases. International
Journal of Science Education, 13 (1), hlm.11-23.
Sabaniati, A. (2009). Analisis hasil belajar level makroskopis, mikroskopis dan
simbolik siswa SMA pada materi pokok larutan elektrolit dan
nonelektrolit. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Salirawati, D. (2010). Pengembangan Model Instrumen Pendeteksi Miskonsepsi
Kimia pada Peserta Didik SMA. (Disertasi). Universitas Negeri
Yogyakarta, Yogyakarta.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
90
Smith, E. L., dkk. (1993). Teaching strategies associated with conceptual change
learning in science. Journal of Research in Science Teaching, 30, hlm.
111-126.
Stoica, I., dkk. (2011). Concept maps, a must for the modern teaching-learning
process. Romanian Reports in Physics, 63 (2), hlm.567–576.
Stojanovska, M., dkk. (2014). Study of the use three levels of thinking and
representation. Contributions, Sec. Nat. Math. Biotech. Sci., MASA, 35 (1),
hlm. 37-46.
Sudijono, A. (1996). Pengantar Evaluasi Pendidikan. Jakarta: PT Raja Grafindo
Persada.
Sukardi. (2003). Metodologi Penelitian Pendidikan. Jakarta: Bumi Aksara.
Sukmadinata, N. S. (2005). Metode Penelitian Pendidikan. Bandung: PT. Remaja
Rosdakarya.
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan
Fisika. Jakarta: Grasindo.
Susanti, S.S. (2014). Pengembangan tes diagnostic pilihan ganda dua tingkat
untuk mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit
dan nonelektrolit. (Skripsi). Universitas Pendidikan Indonesia, Bandung.
Taber, K. S. (2009). Challenging misconceptions in the chemistry classroom:
resources to support teachers. Educatio Quimica. 4 (1), hlm.13-20.
Whitten, K.W., dkk. (2004). General chemistry seventh edition. Amerika: Brooks
Cole.
Woldeamanuel, M. M., dkk. (2014). What makes chemistry difficult? AJCE, 4 (2),
hlm. 31-43.
Zeilik, M. (1998). Concept Mapping. Mexico: Department of Physics &
Astronomy University of New Mexico.
Zumdahl, S.S., & Zumdahl, S.A. (2007). Chemistry seventh edition. Boston:
Houghton Mifflin Company.
Lina Komala Sari, 2016
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT
MENGGUNAKAN PETA KONSEP
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu