|
References (in Indonesia)
Basuki, I., Suyono, Widyastomo, H., & Yuanita, L. (2011). Pemetaan dan pengembangan mutu pendidikan sekolah menengah atas di wilayah Indonesia barat. Laporan Agregasi PPMP, Lemlit UNESA.
Gofur, A. Dikti tertibkan 415 LPTK di Indonesia. Lampung Pos (January, 11th 2014). Retrieved from http://lampost.co/berita/dikti-tertibkan-415-lptk-di-indonesia.
Kemdikbud. (2013). Salinan peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 87 tahun 2013 tentang program pendidikan profesi guru prajabatan. Retrieved from http://kelembagaan.ristekdikti.go.id/wp-content/uploads/2016/11/permen_ta hun2013_nomor87.pdf.
References (in English)
Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea?. International Journal of Science Education, 30(10), 1405–1416.
Abrams, D. R. (2007). Introduction to regression. Princeton, NJ: Princeton University Library. Retrieved from http://dss.princeton.edu/online_help/analysis/regression_intro.htm.
Adelson, J. L., & McCoach, D. B. (2010). Measuring the mathematical attitudes of elementary students: The effects of a 4-point or 5-point Likert-type scale. Educational and Psychological Measurement, 70(5), 796–807.
Ashwin, P., & Trigwell, K. (2012). Evoked prior experiences in first-year university student learning. Higher Education Research and Development, 31(4), 449–463.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bayraktar, S. (2009). Misconceptions of Turkish pre-service teachers about force and motion. International Journal of Science and Mathematics Education, 7(2), 273–291.
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, (21)1, 33–46.
Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1–40.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
Boulton-Lewis, G. M., Willss, L., & Lewis, D. C. (2001). Changes in conceptions of learning for indigenous Australian university students. British Journal of Educational Psychology, 71(2), 327–341.
Brainyquote. (2015). Albert Einstein quotes. Retrieved from http://www.brainyquote.com/quotes/quotes/a/alberteins383803.html.
Caleon, I. S., & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939–961.
Chang, H.-P., Chen, J.-Y., Guo, C.-J., Chen, C.-C., Chang, C.-Y., Lin, S.-Y., ...Tseng, Y.-T. (2007). Investigating primary and secondary students’ learning of physics concepts in Taiwan. International Journal of Science Education, 29(4), 465–482.
Chang, T.-S., Lin, H.-H., & Song, M.-M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1), 49–60.
Chiou, G.-L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21(1), 83–91.
Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. International Journal of Science Education, 11(5), 554–565.
Cochran, K. R., Deruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263–270.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
Cohen, R., & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: ‘The cell is to be studied longitudinally’. Research in Science Education, 39(1), 131–155.
Colclough, N. D., Lock, R., & Soares, A. (2011). Pre-service teachers’ subject knowledge of and attitudes about radioactivity and ionizing radiation. International Journal of Science Education, 33(3), 423–446.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Creswell, J. W., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Daehler, K. R., Heller, J. I., & Wong, N. (2015). Supporting growth of pedagogical content knowledge in science. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 45–59). New York, NY: Routledge.
Dart, B. C., Boulton-Lewis, G. M., Brownlee, J. M., & McCrindle, A. R. (1998). Changes in knowledge of learning and teaching through journal writing. Research Papers in Education, 13(3), 291–318.
Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262–270.
Devetak, I., Glazar, S.A., & Vogrinc, J. (2010). The role of qualitative research in science education. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 77–84.
de Jong, O., van Driel, J., and Verloop, N. (2005). Pre-service teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947–964.
Driver, R. (1981). Pupils' alternative frameworks in science. European Journal of Science Education, 3(1), 93–101.
Driver, R. A., Squires, A., Rushworth, S. P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children’s ideas. New York, NY: Routledge.
Duarte, A. M. (2007). Conceptions of learning and approaches to learning in Portuguese students. Higher Education, 54(6), 781–794.
Duit, R., Schecker, H., Hӧttecke, D., & Niedderrer, H. (2014). Teaching physics. In N. G. Lederman, & S. K. Abell (Eds.), Handbook of research on science education (pp. 434–456). New York, NY: Routledge.
Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Educational Research, 41(6), 407–428.
Fensham, P. J. (2013). International assessments of science learning: Their positive and negative contributions to science education. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 11–31). Dordrecht, The Netherlands: Springer.
Ferla, J., Valcke, M., & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. Learning and Individual Differences, 18(2), 271 –278.
Fernández-Balboa, J.-M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293–306.
Findlay, M., & Bryce, T. G. K. (2012). From teaching physics to teaching children: Beginning teachers learning from pupils. International Journal of Science Education, 34(17), 2727–2750.
Foisy, Lorie-MarlèneBrault., Potvin, P., Riopel, M., & Masson, S. (2015). Is inhibition involved in overcoming a common physics misconception in mechanics?. Trends in Neuroscience and Education, 4, 26–36.
Fulmer, G. W., Liang, L.-L., & Liu, X. (2014). Applying a force and motion learning progression over an extended time span using the Force Concept Inventory. International Journal of Science Education, 36(17), 2918–2936.
Galili, I., & Bar, V. (1992). Motion implies force: Where to expect vestiges of the misconception?. International Journal of Science Education, 14(1), 63–81.
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill, including PCK: Results of thinking from the PCK Summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). New York, NY: Routledge.
Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). Children's science and its consequence for teaching. Science Education, 66(4), 623–633.
Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8th ed.). Belmont, CA: Wadsworth.
Greca, I. M., & Moreire, M. A. (2002). Mental, physical and mathematical models in the teaching and learning of physics. Science Education, 86 (1), 106–121.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
Halliday, D., Resnick, R. & Walker, J. (2011). Fundamentals of physics (9th ed.). New Jersey, NJ: John Wiley & Sons, Inc.
Helm, H. (1980). Misconceptions in physics amongst South African students. Physics Education, 15(2), 92–105.
Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404–420.
Henze, I., van Driel, J. H., & Verloop, N. (2008). Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10), 1321–1342.
Hestenes, D., & Wells, M. (1992). A mechanics baseline test. The Physics Teacher, 30, 159–166.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30, 141–158. Holliday, A. (2007). Doing and writing qualitative research (2nd ed.). London, England: Sage Publications Ltd.
Jewett, J. W., & Serway, R. A. (2006). Serway’s principles of physics: A calculus-based text (4th ed.). Belmont, CA: Brooks/Cole.
Jimoyiannis, A. & Komis, V. (2003). Investigating Greek students’ ideas about forces and motion. Research in Science Education, 33(3), 375–392.
Kaya, O. N. (2009). The nature of relationships among the components of pedagogical content knowledge of preservice science teachers: ‘Ozone layer depletion’ as an example. International Journal of Science Education, 31(7), 961–988.
Kennedy, M. M., Ball, D. L., & McDiarmid, G. W. (1993). A study package for examining and tracking changes in teachers’ knowledge. East Lansing, MI: The National Center for Research on Teacher Education, Michigan State University.
Kim, E., & Pak, S.-J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759–765.
Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
Kind, V. (2015). On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 178–195). New York, NY: Routledge.
Kirbulut, Z. D., & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 509–521.
Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J., & von Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343–1372.
Kirschner, S., Taylor, J., Rollnick, M., Borowski, A., & Mavhunga, E. (2015). Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 229–242). New York, NY: Routledge.
Klammer, J. (1998). An overview of techniques for identifying, acknowledging and overcoming alternative conceptions in physics education. (Report no: ED423121). New York, NY: Columbia University. Retrieved from http://www.eric.ed.gov/PDFS/ED423121.pdf.
Knight, R. D. (2008). Physics for scientists and engineers second edition: A strategic approach. San Fransisco, CA: Pearson-Addison Wesley.
Koballa, T.R., Gräber, W., Coleman, D., & Kemp, A.C. (1999). Prospective teachers’ conceptions of the knowledge base for teaching chemistry at the gymnasium. Journal of Science Teacher Education, 10(4), 269–286.
Kost-Smith, L. E., Pollock, S. J., & Finkelstein, N. D. (2010). Gender disparities in second-semester college physics: The incremental effects of a “smog of bias”. Physical Review Special Topics–Physics Education Research, 6(2), 020112. doi:10.1103/PhysRevSTPER.6.020112.
Koul, R. & Rubba, P. A. (1999). An analysis of the reliability and validity of personal internet teaching efficacy beliefs scale. Electronic Journal of Science Education, 4(1). Retrieved from http://ejse.southwestern.edu/article/view/7621/5388.
Kıran, D., & Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21(5), 619–630.
Lacambra, W. T. (2016). Development and validation of a physics achievement test to identify instructor variables associated with students’ physics academic performance. Journal of Education and Practice, 7(6), 44–48.
Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.
Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191–220.
Liang, J.-C., & Tsai, C.-C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education,32(17), 2273–2289.
Lin, J.-W. (2016). Development and evaluation of the diagnostic power for a computer-based two-tier assessment. Journal of Science Education and Technology, 25(3), 497–511.
Lin, T.-J, Liang, J.-C., & Tsai, C.-C. (2015a). Identifying Taiwanese university students’ physics learning profiles and their role in physics learning self-efficacy. Research in Science Education, 45(4), 605–624.
Lin, T.-C, Liang, J.-C, & Tsai, C.-C. (2015b). Conception of memorizing and understanding in learning, and self-efficacy held by university biology majors. International Journal of Science Education, 37(3), 446–468.
Lin, T.-C., Lin, T.-J., & Tsai, C.-C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346–1372.
Lincoln, S. Y., & Guba, G. E. (1985). Naturalistic inquiry. New York, NY: Sage Publications.
Lindstrøm, C., & Sharma, M. D. (2011). Self-efficacy of first year university physics students: Do gender and prior formal instruction in physics matter?. International Journal of Innovation in Science and Mathematics Education, 19(2), 1–19.
Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam, The Netherlands: Sense Publishers.
Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers’ pedagogical content knowledge through PaP-eRs. Research in Science Education, 31( 2), 289–307.
Luangrath, P., Pettersson, S., & Benckert, S. (2011). On the use of two versions of the force concept inventory to test conceptual understanding of mechanics in Lao PDR. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 103–114.
Lloyd, J. K., Smith, R. G., Fay, C. L., Khang, G. N., Wah, L. L. K., & Sai, C.-L. (1998). International Journal of Science Education, 20(5), 521–532.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. G. Lederman (eds.), In examining pedagogical content knowledge: The construct and its implications for science education (pp 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Markic, S., & Eilks, I. (2012). A comparison of student teachers’ beliefs from four different science teaching domains using a mixed methods design. International Journal of Science Education, 34(4), 589–608.
McCammon, S., Golden, J., & Wuensch, K. L. (1988). Predicting course performance in freshman and sophomore physics courses: Women are more predictable than men. Journal of Research in Science Teaching, 25(6), 501–510.
McCarthy, S., Youens, B. (2005). Strategies used by science student teachers for subject knowledge development: A focus on peer support. Research in Science and Technological Education, 23(2), 149–162.
McDermott, L.C. (1984). Research on conceptual understanding in mechanics. Physics Today, 37(7), 24–32.
McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11(2), 202–222.
McKinnon, M., & Lamberts, R. (2014). Influencing science teaching self-efficacy beliefs of primary school teachers: A longitudinal case study. International Journal of Science Education, 4(2), 172–194.
Moore, W. P., & Esselman, M. E., (1994). Exploring the context of teacher efficacy: The role of achievement and climate. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA: AERA.
Morrison, A. D., & Luttenegger, K. C. (2015). Measuring pedagogical content knowledge using multiple points of data. The Qualitative Report, 20(6), 804–816.
Muijs, R. D., & Rejnolds, D. (2001). Teachers' beliefs and behaviors: What really matters. Journal of Classroom Interaction, 37, 3−15. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Newby, P. (2014). Research methods for education (2nd ed.). New York, NY: Routledge.
Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281–1299.
Novak, J. D. (1977). A theory of education. New York, NY: Cornell University Press, Ithaca.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
OECD (Organisation for Economic Co-operation and Development). (2014). PISA 2012 Results: What students know and can do – student performance in mathematics, reading, and science (Volume I), (Revised edition, February 2014). Paris, France: OECD Publishing.
OECD (Organisation for Economic Co-operation and Development). (2016). PISA 2015 Results: Excellence and equity in education (Volume I). Paris, France: OECD Publishing.
Olszewski, J. (2010). The impact of physics teachers’ pedagogical content knowledge on teacher actions and student outcomes. Berlin, Germany: Logos Verlag Berlin GmbH.
Osborne, J. F., Black, P., Meadows, J., & Smith, M. (1993). Young children’s (7-11) ideas about light and their development. International Journal of Science Education, 15(1), 83–93.
Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Padilla, K., & Garritz, A. (2015). Teaching a research trajectory on PCK and chemistry university Professors’ beliefs. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 75–87). New York, NY: Routledge.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Pajares, M. F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding, & S. Rayner (Eds.). Perception (pp 239–266). London, England: Alex.
Park, J., & Han, S. (2002). Using deductive reasoning to promote the change of students’ conceptions about force and motion. International Journal of Science Education, 24(6), 593–609.
Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922–941.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.
Park, S., Suh, J., & Seo, K. (2017). Development and validation of measures of secondary science teachers’ PCK for teaching photosynthesis. Research in Science Education. doi:10.1007/s11165-016-9578-y.
Parker, J., & Heywood, D. (2000). Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers’ learning about forces. International Journal of Science Education, 22(1), 89–111.
Peşman, H., & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103(3), 208–222.
Peterson, R. F., Treagust, D. F., & Garnett, P. J. (1986). Identification of secondary students’ misconceptions of covalent bonding and structure concepts using a diagnostic test instrument. Research in Science Education, 16(1), 40–48.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill, Prentice-Hall International.
Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1–15.
Pruski, L. A., Blanco, S. L., Riggs, R. A., Grimes, K. K., Fordtran, C. W., Barbola, ... Lichtenstein, M. J. (2013). Construct validation of the self-efficacy teaching and knowledge instrument for science teachers-revised (SETAKIST-R): Lessons learned. Journal of Science Teacher Education, 24(7), 1133–1156.
Raihani. (2007). Education reforms in Indonesia in the twenty-first century. International Education Journal, 8(1), 172–183.
Reach, L. E. (1992). Demonstrating Newton’s third law. The Science Teacher, 59(9), 28–31.
Riggs, I. & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625–637.
Roberts, J. K., & Henson, R. K. (2000, November, 16). Self-efficacy teaching and knowledge instrument for science teachers (SETAKIST): A proposal for a new efficacy instrument. Paper presented at the 28th Annual Meeting of the Mid-South Educational Research Association, Bowling Green, Kentucky (ERIC Document Reproduction Service No. ED 448 208, Columbia University, NY).
Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2009). Measuring teachers' pedagogical content knowledge in primary technology education. Research in Science and Technological Education, 27(3), 327–338.
Rollnick, M., & Mavhunga, E. (2015). The PCK summit and its effect on work in South Africa. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 135–146). New York, NY: Routledge.
Ross, K., Lakin, L., & McKechnie, J. (2010). Teaching secondary science: Constructing meaning and developing understanding (3rd ed.). New York, NY: Routledge.
Semela, T. (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university students. International Journal of Environmental and Science Education, 5(3), 319–340.
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121.
Schneider, R. M. (2015). Pedagogical content knowledge reconsidered. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 162–177). New York, NY: Routledge.
Schumacker, R. E., & Smith, E. V. (2007). Reliability: A Rasch perspective. Educational and Psychological Measurement, 67(3), 394–409.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3/4), 207–231.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Shulman, L. S. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 3–13). New York, NY: Routledge.
Sickel, A. J., Banilower, E. R., Carlson, J., & van Driel, J. H. (2015). Examining PCK research in the context of current policy initiatives. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 199–213). New York, NY: Routledge.
Smith, P. S., & Banilower, E. R. (2015). Assessing PCK: A new application of the uncertainty principle. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 88–103). New York, NY: Routledge.
Sperandeo-Mineo, R. M., Fazio, C., & Tarantino, G. (2006). Pedagogical content knowledge development and pre-service physics teacher education: A case study. Research in Science Education, 36(3), 235–268.
Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum.
Suharti. (2013). Trends in education in Indonesia. In Suryadarma, D., & Jones, G. W. (Eds.), Education in Indonesia (pp. 15–52). Singapore: ISEAS (Institute of Southeast Asian Studies).
Suprapto, N., & Chang, T.-S. (2015). Research on university student’s self-efficacy scale in science education: A systematic review. Proceeding of International Conference on Science and Science Education (IConSSE 2015) pp 120–129, Faculty of Science and Mathematics, Satya Wacana Christian University, Indonesia.
Suprapto, N., Chang, T.-S., & Ku, C.-H. (2017). Conception of learning physics and self-efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 7–19.
Suprapto, N., & Ku, C.-H. (2016). Investigating university students’ preferences to science communication skills: A Case of prospective science teacher in Indonesia. International Education Studies, 9(8), 19–27.
Suprapto, N., Syahrul, D. A., Agustihana, S., Pertiwi, C. A., & Ku, C.-H. (2016). College students’ conceptions of Newtonian mechanics: A case of Surabaya State University Indonesia. Chemistry, 25(5), 718–731.
Sutopo & Waldrip, B. (2014). Impact of a representational approach on students reasoning and conceptual understanding in learning mechanics. International Journal of Science and Mathematics Education, 12(4), 741–765.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). New Jersey, NJ: Pearson.
Tanel, R. (2013). Prospective physics teachers’ self-efficacy beliefs about teaching and conceptual understandings for the subjects of force and motion. Journal of Baltic Science Education, 12(1), 6–20.
Thomas, G. P. (2013). Changing the metacognitive orientation of a classroom environment to stimulate metacognitive reflection regarding the nature of physics learning. International Journal of Science Education, 35(7), 1183–1207.
Tiberghien, A., Vince, J., & Gaidioz, P. (2009). Design-based research: Case of a teaching sequence on mechanics. International Journal of Science Education, 31(17), 2275–2314.
Tobin, K., Tippins, D., & Gallard, A. (1994). Research on instructional strategies for teaching science. In D.L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 45–93). New York, NY: Macmillan.
Tran, T. T. (2013). Is the learning approach of students from the Confucian heritage culture problematic?. Educational Research for Policy and Practice, 12(1), 57–65.
Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83(3), 363–378.
Trochim, W. M., & Donnelly, J. P. (2006). The research methods knowledge base (3rd ed.). Cincinnati, OH: Atomic Dog.
Tsai, C.-C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning, and science. International Journal of Science Education, 24(8), 771–783.
Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733–1750.
Tsai, C.-C, & Wen, L. M. C. (2005). Research and trends in science education from 1998 to 2002: A content analysis of publication in selected journals. International Journal of Science Education, 27(1), 3–14.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Uzuntiryaki, U., & Aydın, Y. Ç. (2009). Development and validation of chemistry self-efficacy scale for college students. Research in Science Education, 39(5), 539–551.
van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of pre-service chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572–590.
van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.
Vazquez-Alonso, A., & Manassero-Mas, M.-A. (1999). Response and scoring models for the ‘Views on Science–Technology–Society’ instrument. International Journal of Science Education, 21(3), 231–247.
Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159–2179.
Virtanen, V., & Lindblom-Ylanne, S. (2010). University students’ and teachers’ conceptions of teaching and learning in the biosciences. Instructional Science, 38(4), 355–370. WENR (World Education News & Reviews). (2014). Education in Indonesia. Retrieved from http://wenr.wes.org/2014/04/education-in-indonesia/.
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with non normal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 56–75). Newbery Park, CA: Sage.
Wilson, K., Low, D., Verdon, M., & Verdon, A. (2016). Differences in gender performance on competitive physics selection tests. Physical Review Physics Education Research, 12(2), 020111.
Yenilmez, A., Sungur, S., & Tekkaya, C. (2006). Students’ achievement in relation to reasoning ability, prior knowledge, and gender. Research in Science and Technological Eucation, 24(1), 129–138.
Young, H. D., & Geller, R. M. (2007). Sears & Zemansky’s college physics (8th ed.). San Fransisco, CA: Pearson-Addison Wesley.
Zimmerman, B. J., Bonner, S., & Kovach, R. (2006). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Online References
http://pcksummit.bscs.org/;
https://www.youtube.com/watch?v=NZjmYvfrYSE.
|