T BIO 1402327 Bibliography
DAFTAR PUSTAKA
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge
remain a useful idea?. International Journal of Science Education, 30,
hlm. 1405-1416.
Alshamali, M. A. &Daher, W. M. (2015). Scientific reasoning and its relationship
with problem solving: The case of upper primary science teachers.
International Journal of Science and Mathematics Education.
Anderson, D. (2015). The nature and influence of teacher beliefs and knowledge
on the science teaching practice of three generalist New Zealand primary
teachers. Research in Science Education, 45, hlm. 395-423.
Anwar, Y. (2014). Perkembangan pedagogical content knowledge (PCK) calon
guru biologi pada peserta pendekatan konsekutif dan pada peserta
pendekatan konkuren. Disertasi.Bandung : UniversitasPendidikan
Indonesia.
Aseeri, M. M. Y. (2015). The reality of professional development of mathematics
and science teachers at elementary schools in Najran, Saudi Arabia.
Journal of Education and Practice, 6 (23),hlm. 85-98.
Australia Catolic University &Erbes International. (2008). Scoping study into
approaches to student wellbeing. Literature Review.
Berland, L. K., & McNeill, K. L. (2009). Using alearning progression to inform
scientific argumentation intalk and writing. Learning Progression in
Science.
Bertram, A. &Loughran, J. (2012). Science teachers‟ views on CoRes and PaPeRs as aframework for articulating and developing pedagogical content
knowledge. Research in Science Education, 42, hlm. 1027-1047.
Brookhart, S. (2010).How to assess higher order thinking skills in your
classroom. Alexandria, VA: ASCD.
Boyd, S. & Barwick, H. (2011). Well-being at school. Wellington : New Zealand
Council.
Chen, P. S.& She, H. (2014). The effectiveness of scientific inquiry with/without
integration of scientific reasoning. International Journal of Science and
Mathematics Education.
Chin. C. C., Yang W., & Tuan H. (2014). Argumentation in a socioscientific
context and its influence on fundamental and derived science literacies.
International Journal of Science.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
120
Dahar, R.W.(2003).Teori-teori belajar. Jakarta : Gelora Aksara Prima.
Darling-hammond, L., Wei, R. C., Andree, A., Richardson, N., &Orphanos, S.
(2009). Professional learning in the learning profession : A status report
on teacher development in the United States and abroad . United States :
National Staff Development Council.
Deporter, B., Reardon M., & Singer-Nourie, S. (2000). Quantum teaching:
Mempraktikkan
quantum
learning
di
ruang-ruang
kelas
(diterjemahkanoleh Ary Nilandari). Bandung : Penerbit Kaifa.
Dershimer, G. M & Kent, T. (1999).The complex nature and sources of teachers‟
pedagogical knowledge. Dalam Gess-Newsome, J dan Lederman, N.G.
(Penyunting), Examining PCK: The construct and its implications for
science education. Boston: Kluwer Academic Press, hlm. 21-50.
Demirdogen, B. (2016). Interaction between science teaching orientation and
pedagogical content knowledge components. Journal Science Teacher
Education.
Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining
wellbeing. International Journal of Wellbeing, 2 (3), hlm. 222-235.
Duschl, R. A. & Osborne, J. (2002). Supporting and promoting argumentation
discourse in science education. Studies in Science Education, 38 (1),hlm.
39-72.
Ekanara, B. (2014). Keterampilan argumentasi siswa Sekolah Menengah Atas.
Tesis. Bandung : Universitas Pendidikan Indonesia.
Elvianasti, M. (2014). Analisis PCK calon guru biologi pada materi genetika dan
ekologi. Tesis. Bandung : Universitas Pendidikan Indonesia.
Eryilmaz, A. (2015). Positive psychology in the class: The effectiveness of a
teaching method based on subjective well-being and engagement
increasing activities. International Journal of Instruction, 8(2), hlm.
1308-1470.
Faturochman,
Minza,
&Chizanah.
Psikologiuntukkesejahteraanmasyarakat.
PustakaPelajardanFakultasPsikologi UGM.
(2012).
Yogyakarta:
Fitri, W. (2015). Profil Kemampuan PCK mahasiswa calon guru dan
kecenderungan hubungannya dengan PK dan CK pada materi genetika.
Tesis. Bandung : Universitas Pendidikan Indonesia.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
121
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate
research in education. United State of America: Lane Akers, Inc.
Fraillon, J. (2004). Measuring student wellbeing in the context of Australian
schooling:Discussion paper Commissioned by the South Australian
Department of Education and Children‟s Services as An Agent of The
Ministerial Council on Education, Employment, Training and Youth
Affairs.
http://www.mceetya.edu.au/verve/_resources/Measuring_Student_WellB
eing_in_the_Context_of_Australian_Schooling.pdf.
Diaksestanggal
6Desember, 2015 pukul 03.05 AM.
Fraser, S. P. (2016). Pedagogical content knowledge (PCK) : Exploring its
usefulness for science lecturers in higher education. Research Science
Education, 46,hlm. 141-161.
Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships
between coping, school connectedness, and wellbeing. Australian
Journal of Education, 53 (3), hlm. 261-276.
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2014). Primary students‟
scientific reasoning and discourse during cooperative inquiry-based
science activities. International Journal of Educational Research, 63,
hlm. 127-140.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher
education. New York: The Teachers College Press.
Hamidah,
D.
(2012).
Pengembanganprofesionalguru
biologi
SMA
melaluiprogram
pelatihanpedagogical
content
knowledge
padamaterigenetika. Disertasi. Bandung : UniversitasPendidikan
Indonesia.
Hamidah, D., Rustaman, N., & Mariana, M. A. (2011). Penerapan pedagogical
content knowledge (PCK). JurnalPendidikan MIPA, 12 (2),hlm. 88-95.
Harris, D. N. & Sass, T. R. (2006). Teacher training, teacher quality and student
achievement. Working paper .
Hayat, S. M. S. (2015). Analisis persepsi mahasiswa terhadap implementasi
wacana argumentasi dalam pembelajaran. ProsidingSemnas Sains &
Entrepreneurship II, hlm. 403-410.
Herawati, D. (2015). Penalaran ilmiah (scientific reasoning) siswa sekolah
berorientasi lingkungan dan sekolah multinasional. Tesis. Bandung :
Universitas Pendidikan Indonesia.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
122
Herlina, L. (2015). Perkembangan pedagogical content knowledge mahasiswa
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Bandung : Universitas Pendidikan Indonesia.
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T. &Rustaman, N. Y. (2010). Pengembangan program
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PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge
remain a useful idea?. International Journal of Science Education, 30,
hlm. 1405-1416.
Alshamali, M. A. &Daher, W. M. (2015). Scientific reasoning and its relationship
with problem solving: The case of upper primary science teachers.
International Journal of Science and Mathematics Education.
Anderson, D. (2015). The nature and influence of teacher beliefs and knowledge
on the science teaching practice of three generalist New Zealand primary
teachers. Research in Science Education, 45, hlm. 395-423.
Anwar, Y. (2014). Perkembangan pedagogical content knowledge (PCK) calon
guru biologi pada peserta pendekatan konsekutif dan pada peserta
pendekatan konkuren. Disertasi.Bandung : UniversitasPendidikan
Indonesia.
Aseeri, M. M. Y. (2015). The reality of professional development of mathematics
and science teachers at elementary schools in Najran, Saudi Arabia.
Journal of Education and Practice, 6 (23),hlm. 85-98.
Australia Catolic University &Erbes International. (2008). Scoping study into
approaches to student wellbeing. Literature Review.
Berland, L. K., & McNeill, K. L. (2009). Using alearning progression to inform
scientific argumentation intalk and writing. Learning Progression in
Science.
Bertram, A. &Loughran, J. (2012). Science teachers‟ views on CoRes and PaPeRs as aframework for articulating and developing pedagogical content
knowledge. Research in Science Education, 42, hlm. 1027-1047.
Brookhart, S. (2010).How to assess higher order thinking skills in your
classroom. Alexandria, VA: ASCD.
Boyd, S. & Barwick, H. (2011). Well-being at school. Wellington : New Zealand
Council.
Chen, P. S.& She, H. (2014). The effectiveness of scientific inquiry with/without
integration of scientific reasoning. International Journal of Science and
Mathematics Education.
Chin. C. C., Yang W., & Tuan H. (2014). Argumentation in a socioscientific
context and its influence on fundamental and derived science literacies.
International Journal of Science.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
120
Dahar, R.W.(2003).Teori-teori belajar. Jakarta : Gelora Aksara Prima.
Darling-hammond, L., Wei, R. C., Andree, A., Richardson, N., &Orphanos, S.
(2009). Professional learning in the learning profession : A status report
on teacher development in the United States and abroad . United States :
National Staff Development Council.
Deporter, B., Reardon M., & Singer-Nourie, S. (2000). Quantum teaching:
Mempraktikkan
quantum
learning
di
ruang-ruang
kelas
(diterjemahkanoleh Ary Nilandari). Bandung : Penerbit Kaifa.
Dershimer, G. M & Kent, T. (1999).The complex nature and sources of teachers‟
pedagogical knowledge. Dalam Gess-Newsome, J dan Lederman, N.G.
(Penyunting), Examining PCK: The construct and its implications for
science education. Boston: Kluwer Academic Press, hlm. 21-50.
Demirdogen, B. (2016). Interaction between science teaching orientation and
pedagogical content knowledge components. Journal Science Teacher
Education.
Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining
wellbeing. International Journal of Wellbeing, 2 (3), hlm. 222-235.
Duschl, R. A. & Osborne, J. (2002). Supporting and promoting argumentation
discourse in science education. Studies in Science Education, 38 (1),hlm.
39-72.
Ekanara, B. (2014). Keterampilan argumentasi siswa Sekolah Menengah Atas.
Tesis. Bandung : Universitas Pendidikan Indonesia.
Elvianasti, M. (2014). Analisis PCK calon guru biologi pada materi genetika dan
ekologi. Tesis. Bandung : Universitas Pendidikan Indonesia.
Eryilmaz, A. (2015). Positive psychology in the class: The effectiveness of a
teaching method based on subjective well-being and engagement
increasing activities. International Journal of Instruction, 8(2), hlm.
1308-1470.
Faturochman,
Minza,
&Chizanah.
Psikologiuntukkesejahteraanmasyarakat.
PustakaPelajardanFakultasPsikologi UGM.
(2012).
Yogyakarta:
Fitri, W. (2015). Profil Kemampuan PCK mahasiswa calon guru dan
kecenderungan hubungannya dengan PK dan CK pada materi genetika.
Tesis. Bandung : Universitas Pendidikan Indonesia.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
121
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate
research in education. United State of America: Lane Akers, Inc.
Fraillon, J. (2004). Measuring student wellbeing in the context of Australian
schooling:Discussion paper Commissioned by the South Australian
Department of Education and Children‟s Services as An Agent of The
Ministerial Council on Education, Employment, Training and Youth
Affairs.
http://www.mceetya.edu.au/verve/_resources/Measuring_Student_WellB
eing_in_the_Context_of_Australian_Schooling.pdf.
Diaksestanggal
6Desember, 2015 pukul 03.05 AM.
Fraser, S. P. (2016). Pedagogical content knowledge (PCK) : Exploring its
usefulness for science lecturers in higher education. Research Science
Education, 46,hlm. 141-161.
Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships
between coping, school connectedness, and wellbeing. Australian
Journal of Education, 53 (3), hlm. 261-276.
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2014). Primary students‟
scientific reasoning and discourse during cooperative inquiry-based
science activities. International Journal of Educational Research, 63,
hlm. 127-140.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher
education. New York: The Teachers College Press.
Hamidah,
D.
(2012).
Pengembanganprofesionalguru
biologi
SMA
melaluiprogram
pelatihanpedagogical
content
knowledge
padamaterigenetika. Disertasi. Bandung : UniversitasPendidikan
Indonesia.
Hamidah, D., Rustaman, N., & Mariana, M. A. (2011). Penerapan pedagogical
content knowledge (PCK). JurnalPendidikan MIPA, 12 (2),hlm. 88-95.
Harris, D. N. & Sass, T. R. (2006). Teacher training, teacher quality and student
achievement. Working paper .
Hayat, S. M. S. (2015). Analisis persepsi mahasiswa terhadap implementasi
wacana argumentasi dalam pembelajaran. ProsidingSemnas Sains &
Entrepreneurship II, hlm. 403-410.
Herawati, D. (2015). Penalaran ilmiah (scientific reasoning) siswa sekolah
berorientasi lingkungan dan sekolah multinasional. Tesis. Bandung :
Universitas Pendidikan Indonesia.
Elvira Destiansari, 2016
KEMAMPUAN GURU DALAM MENGINTEGRITASKAN PENALARAN DAN WELLBEING SISWA PADA
PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PELATIHAN
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
122
Herlina, L. (2015). Perkembangan pedagogical content knowledge mahasiswa
calon guru biologi peserta program pengalaman lapangan. Tesis.
Bandung : Universitas Pendidikan Indonesia.
Inch, E. S., Warnick, B., &Endres, D. (2006). Critical thinking and
communication. Boston : Pearson Education, Inc.
Jalmo,
T. &Rustaman, N. Y. (2010). Pengembangan program
pelatihanpeningkatankompetensi guru IPA SMP. Forum Pendidikan, 30
(1), hlm. 79-88.
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