Page 78 - BUKU MODEL ADISI
P. 78

BUKU MODEL ADISI         75






                        Eymur, Gülüzar, & Çetin, P. S. (2024). Investigating the Role of an Inquiry-Based
                            Science  Lab  on  Students’  Scientific  Literacy.  Instructional  Science.
                            https://doi.org/10.1007/s11251-024-09672-w
                        Fadillah,  R.,  Budiyono,  &  Nurhasanah,  F.  (2021).  The  Analysis  of  Students’
                            Metacognition  in  Solving  Math  Problems  Based  on  Self-Efficacy.  IOP
                            Conference  Series:  Earth  and  Environmental  Science,  1808(1).
                            https://doi.org/10.1088/1742-6596/1808/1/012062
                        Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). The Effects
                            of Integrated Problem-Based Learning, Predict, Observe, Explain on Problem-
                            Solving Skills and Self-Efficacy. Eurasian Journal of Educational Research,
                            2020(85), 45–64. https://doi.org/10.14689/ejer.2020.85.3
                        Garrecht, C. (2021). ‘I Wouldn’t Want to be the Animal in Use Nor the Patient in
                            Need’–the  Role  of  Issue  Familiarity  in  Students’  Socioscientific
                            Argumentation.  International Journal of Science Education,  43(12), 2065–
                            2086. https://doi.org/10.1080/09500693.2021.1950944

                        Gazali, F., Rahayu, S., Munzil, M., & Wonorahardjo, S. (2024). Profile of The First
                            Year  Student’s  Argumentation  Skills  on  General  Chemistry  Courses  at  a
                            Public  University  in  West  Sumatera:  A  Preliminary  Study.  E3S  Web  of
                            Conferences, 481, 1–11. https://doi.org/10.1051/e3sconf/202448104004

                        Georgiou, M., Mavrikaki, E., Halkia, K., & Papassideri, I. (2020). Investigating the
                            Impact of the Duration of Engagement in Socioscientific Issues in Developing
                            Greek  Students’  Argumentation  and  Informal  Reasoning  Skills.  American
                            Journal        of      Educational       Research,       8(1),       16–23.
                            https://doi.org/10.12691/education-8-1-3

                        Guo,  K.  (2023).  Effects  of  Chatbot-Assisted  in-Class  Debates  on  Students’
                            Argumentation Skills and Task Motivation. Elsevier.

                        Ho, H. N. J., Liang, J. C., & Tsai, C. C. (2022). The Interrelationship Among High
                            School Students’ Conceptions of Learning Science, Self-Regulated Learning
                            Science, and Science Learning Self-Efficacy. International Journal of Science
                            and Mathematics Education, 20(5), 943–962. https://doi.org/10.1007/s10763-
                            021-10205-x

                        Högström,  P.,  Gericke,  N.,  Wallin,  J.,  &  Bergman,  E.  (2024).  Teaching
                            Socioscientific Issues: A Systematic Review. In Science and Education (Issue
                            0123456789).  Springer  Netherlands.  https://doi.org/10.1007/s11191-024-
                            00542-y

                        Hosbein,  K.  N.,  Lower,  M.  A.,  &  Walker,  J.  P.  (2021).  Tracking  Student
                            Argumentation  Skills  across  General  Chemistry  through  Argument-Driven
                            Inquiry Using the Assessment of Scientific Argumentation in the Classroom
                            Observation  Protocol.  Journal  of  Chemical  Education,  98(6),  1875–1887.
                            https://doi.org/10.1021/acs.jchemed.0c01225






                                                                                             LISA UTAMI
   73   74   75   76   77   78   79   80   81   82   83