Skripsi Sylvia

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90 Shavelson, R. J. 1974. Methods for Examining Representations of a Subject-Matter Structure in a Student’s Memory. Journal of Research in Science Teaching, 11, 231-249. Sheppard, K. 2006. High School Students’ Understanding of Titrations and Related Acid-Base Phenomena, Chem. Educ. Res. Pract., 7, 32-45. Sisovic, D., Bojovic, S. 2000. On the Use of Concept Mappings at Different Stages of Chemistry Teaching. Journal of chemistry education: research and practice in Europe, 1(1), 135-144. Taber, K. S. 2002. Chemical Misconceptions - Prevention, Diagnosis and Cure: Theoretical Background (Vol. 1). London: Royal Society of Chemistry. Taber, K. S. 2008. Conceptual Resources for Learning Science: Issues of Transcience and Grain-Size in Cognition and Cognitive Structure, Int. J. Sci. Educ., 30(8), 1027-1053. Takeuchi, Y. 2006. Pengantar Kimia. Diterjemahkan oleh: Ismunandar. Tokyo: Iwanami Publishing. Thanh, Tran T L., Thanh, Nguyen C. 2015. The Interconnection between Interpretivist Paradigm and Qualitative Methods in Education. American Journal of Educational Sciences., 1(2), 24-27. Treagust, D., Duit, R., Nieswandt, M. 2000. Sources of Students’ Difficulties in Learning Chemistry. Education Quimica, 11(2). Tsai, C. C. 2001. Proping Students’ Cognitive Structures in Science; the Use of a Flow Mapping Method Coupled with a Meta Listening Technique, Stud. Edc. Eval., 27, 257-268. West, L., Fensham, P., Garrand, J. 1985. Describing the Cognitive Structures of Learners Following Instruction in Chemistry, in West, L., Pines, L. (ed.) Cognitive Structure and Conceptual Change, Orlando, FL: Academic Press, 29-49. West, L., Pines, L. 1985. Cognitive Structure and Conceptual Change. Orlando. FL: Academic Press. White, R. T. 1985. Interview Protocols and Dimensions of Cognitive Structure, in West, L., Pines, L. (ed.) Cognitive Structure and Conceptual Change, Orlando, FL: Academic Press, 51-59. White, R. T. 1987. The Future of Reasseach on Cognitive Structure and Conceptual Change. Journal of Education, 5 (3), 161-172. Wood, E. J. 1990. Biochemistry is a Difficult Subject for both Student and Teacher. Biochem. Educ., 18, 170-172.
Yager, R. E. 1991. The constructivist learning model: Towards real reform in science education. Science Teacher, 58 (6), 52-57. 91
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ANALISIS STRUKTUR KOGNITIF SISWA IP
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ABSTRACT Sylvia Faustine. Analysis
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DAFTAR ISI Halaman ABSTRAK ........
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DAFTAR GAMBAR Halaman Gambar 1. Tig
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DAFTAR LAMPIRAN Halaman Lampiran 1.
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2 beberapa teknik sebagai contoh ya
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4 karakteristik asam dan basa, baik
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6 2. Guru Profil struktur kognitif
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8 Gambar 1. Tiga Level Representasi
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10 kata “struktur kognitif” mas
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12 Cycle 8E. Hal ini bertujuan agar
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14 sebagai cerminan bangsa dalam pe
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16 Teori belajar ini siswa dianggap
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18 berupa pemaparan hasil pemahaman
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20 Siswa mengalami pembelajaran sec
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22 refleksi peneliti, makna gambar
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24 data yang dilakukan disesuaikan
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26 melakukan pencarian dari berbaga
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28 2. Wawancara Tahap wawancara ini
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30 peneliti dalam mendeskripsikan s
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BAB IV HASIL DAN PEMBAHASAN A. Desk
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35 Berdasarkan gambar 5, terlihat b
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37 Tahap engage terdapat studi kasu
Page 47 and 48: 39 Saat wawancara, siswa juga menye
Page 49 and 50: 41 memiliki pemahaman awal dalam su
Page 51 and 52: 43 Gambar 12. Siswa sedang Mengisi
Page 53 and 54: 45 kolaborasi antara pemahaman awal
Page 55 and 56: 47 siswa setelah melakukan diskusi.
Page 57 and 58: 49 penelitian dan selama penelitian
Page 59 and 60: 51 C. Struktur Kognitif Penelitian
Page 61 and 62: 53 Kutipan wawancara diatas menunju
Page 63 and 64: 55 Bronsted Lowry zat dapat berpera
Page 65 and 66: 57 Tabel 7. Tabel Free Word Tests S
Page 67 and 68: 59 dapat mengubah lakmus merah ke b
Page 69 and 70: 61 pertanyaan mengenai kesulitan ya
Page 71 and 72: 63 Berdasarkan kutipan wawancara di
Page 73 and 74: 65 tabel 11. Tabel ini menyajikan k
Page 75 and 76: 67 Siswa 10 Peneliti Siswa 10 Penel
Page 77 and 78: 69 elaborate. Tabel diatas menunjuk
Page 79 and 80: 71 indikator alami, contoh indikato
Page 81 and 82: 73 menuliskan kalimat mengenai kons
Page 83 and 84: 75 konsep kekuatan asam basa dan me
Page 85 and 86: 77 Tabel 18. Tabel Free Word Associ
Page 87 and 88: 79 Siswa 19 dan siswa 9 menjelaskan
Page 89 and 90: Gambar 23. Concept Map (Peta Konsep
Page 91 and 92: 83 asam dan basa dimana dapat dilak
Page 93 and 94: BAB V KESIMPULAN DAN SARAN A. Kesim
Page 95 and 96: DAFTAR PUSTAKA Atabek, E. Y. 2015.
Page 97: 89 Martin, R., Sickson, A., Lime, L
Page 101 and 102: 92 3. Siswa dapat menjelaskan perub
Page 103 and 104: 94 Rincian Kegiatan akan dibahas pa
Page 105 and 106: 96 Rincian Kegiatan Siswa menulisk
Page 107 and 108: 98 Rincian Kegiatan Pendahuluan/Keg
Page 109 and 110: 100 Rincian Kegiatan Siswa menulis
Page 111 and 112: 102 Rincian Kegiatan Pendahuluan/Ke
Page 113 and 114: 104 Rincian Kegiatan individual dal
Page 115 and 116: 106 3. Dalam kehidupan sehari-hari,
Page 117 and 118: 108 LAMPIRAN 3 Protokol Wawancara K
Page 119 and 120: 110 Lampiran 4 Lembar Kerja Siswa K
Page 121 and 122: 112 3. Jika diklasifikasikan berdas
Page 123 and 124: 114 TAHAP EXCHANGE Materi Sub Mater
Page 125 and 126: 116 TAHAP EVALUATE Materi Sub Mater
Page 127 and 128: 118 Indikator Asam Basa LEMBAR KERJ
Page 129 and 130: 120 TAHAP ELABORATE Materi Sub Mate
Page 131 and 132: 122 TAHAP EXTEND Materi Sub Materi
Page 133 and 134: 124 TAHAP EXPLAIN Materi Sub Materi
Page 135 and 136: 126 TAHAP EXPLORE Materi Sub Materi
Page 137 and 138: 128 TAHAP ELABORATE Materi Sub Mate
Page 139 and 140: 130 TAHAP EXTEND Materi Sub Materi
Page 141 and 142: 132 TAHAP EXPLAIN Materi Sub Materi
Page 143 and 144: 134 LAMPIRAN 5 Reflektif Jurnal Sis
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Page 147 and 148: 138 Lampiran 7 Tabel Free Word Asso
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140 Tahap Elaborate (Asam) Kategori
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142 Tahap Extend (asam) Kategori Ka
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144 Tahap Explain (basa) Kategori K
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146 Tahap Extend Kategori Kata Kata
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148 Tahap Explain Kategori Kata Fre
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Concept Map Siswa 29 150
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Skripsi Sylvia

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