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T BIO 1200949 Bibliography PDF
T BIO 1200949 Bibliography PDF
Akitson, M., & Strurges, J. (2003). At turning point: the young adolescent
learner. Boston: Center for Collaborative Education.
Alberts, B., Johnson, A., Lewis, J., Raff, M., Roberts, K., & Walter, P. (2008).
Molecular biology of the cell. Edisi Kelima. New York: Garland Science.
Beyth-Marom, R., Austin, L., Fischhoff, B., Palmgreen, C., & Jacobs-Quadrel, J..
(1993). Perceived consequences of risky behaviors: adults and adolescents.
Developmental Psychology, 29 (3), hlm. 549-563.
Campbell, N.A., Reece, J.B., & Mitchell, L.G. (2002). Biologi. Jilid 1. Edisi
Kelima. Alih Bahasa: Wasmen. Jakarta: Penerbit Erlangga.
Campbell, N.A., Reece, J.B., & Mitchell, L.G. (2003). Biologi. Jilid 2. Edisi
Kelima. Alih Bahasa: Wasmen. Jakarta: Penerbit Erlangga.
Campbell, N.A., Reece, J.B., & Mitchell, L.G. (2004). Biologi. Jilid 3. Edisi
Kelima. Alih Bahasa: Wasmen. Jakarta: Penerbit Erlangga.
Chappuls, S., & Chappuls, J. (2008). The best value in formative assessment.
Informative Assessment, 86 (4), hlm. 14-19.
Earl, L., & Katz, S. (2006). Rethinking classroom sssessment with purpose in
mind: assessment for learning, assessment as learning, assessment of
learning. Minatoba: Minister of Education.
Fast, N.J., Sivanathan, N., Mayer, N.D., & Gakinsky, A.D. (2011). Power and
overconfident decision-making. Organizational Behavior and Human
Decision Processes, 117 (2), hlm. 249-260.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate
research in education. Edisi Kedelapan. New York: McGraw-Hill.
Hart, C., Mulhall, P., Loughran, J., & Gunstone, R.. (2000). What is the purpose
of this experiment? Or can students learn something from doing experiment?
Journal of Research in Science Teaching, 37 (7), hlm. 655-675.
Khader, P.H., Pachur, T., Meier, S., Bien, S., Jost, K., & Rosler, F. (2011).
Memory-based decision making with heuristic: Evidence for a controlled
activation of memory representations. Journal Cognitive Neuroscience, 23
(11), hlm. 2540-3554.
Lutz, S.T. & Huitt, W.G. (2004). Conecting cognitive development and
constructivism: Implication from theory for instruction and assessment.
Constructivism in the Human Science, 9 (1), hlm. 67-90.
Martin, M.O, Mullis, I., Foy, P., & Stanco, G.M. (2012). TIMSS 2011
international result in science. [Online]. Tersedia di: http://timss.bc.edu/.
Diakses 13 Oktober 2013.
Matlin, M.W. (2009). Cognitive psychology. Edisi Ketujuh. New Jersey: John
Wiley & Son, Inc.
Marzano, R.J., Pickering, D., & McTighe, J. (1994). Assessing student outcome:
performance assessment using the dimensions of learning model. Virginia:
Association of Supervision and Curriculum Development.
Mullis, I., Martin, M.O., Ruddock, G.J., O’Sullivan, C.Y., & Preuschoff, C.
(2009). TIMSS 2011 assessment framework. [Online]. Tersedia di:
http://timss.bc.edu/. Diakses 13 Oktober 2013.
Newhouse, D., & Beegle, K. (2005). The effect of school type on achievement:
evidence from Indonesia. [Online]. Tersedia dia:
https://openknowledge.worldbank.org/bitstream/handle/10986/8932/wps3604
.pdf?sequence=1. Diakses 7 Agustus 2014.
Oppenheimer, D., Eplay, N., & Eyre, R.N. (2007). Overcoming intuition:
metacognitive difficulty activates analytic reasoning. Journal of Experimental
Psychology General, 136 (4), hlm. 569-576.
Popham, W.J. (2004). Classroom assessment: what teachers need to know. Edisi
Keempat. Boston: Allyn & Bacon
Rustaman, N.Y. (2009). Analisis konten dan capaian sains siswa Indonesia dalam
TIMSS (Trends in International Mathematics and Science Study) tahun 1999,
2003, dan 2007. Jakarta: Badan Penelitian Pengembangan Departemen
Pendidikan Nasional.
Scott, S.G., & Bruce, R.A. (1985). Decision-making style: the development and
assessment of a new measure. Educational and Psyhological Measurement,
55, hlm. 818-831.
Syagga, L.A. (2012). Intuitive cognitive style and biases in decision making.
[Online]. Tersedia di: http://i-rep.emu.edu.tr:8080/jspui/bitstream/11129
/353/1/Syagga.pdf. Diakses 1 Juni 2014.
Toplak, M.E., West, R.F., & Stanovich, K.E. (2014). Rational thinking and
cognitive sophistication: Development, cognitive, abilities, and thinking
disposition. Developmental Psychology, 50 (4), hlm. 1037-1048.