




































 

EDUCATIO : Journal Of Education 
Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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  z 

   

The influences Of Vee Diagram On Animal Ecology Lab  

To Learning Outcomes And Logical Thinking 

 
Purwati Kuswarini Suprapto1, Lilis Rahmawati2 

1Faculty of Teacher Training and Education, Universitas Siliwangi, 2 STAI Miftahul ‗Ula 

Nganjuk 
1purwatik1@gmail.com 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: During this time, the student is less understanding the significance of animal ecology 
lectures, so that students are less able to apply it in real of life. Animal ecology lecture consists of 
lectures and practicum. The purpose of this research was to increase knowledge of animal 
ecology and logical thinking of students using the diagram Vee on Animal Ecology lab. Research 
method was quasi experiment. The study population was student of prospective teachers Biology 
at 6th Semester as much as 9 classes taken courses Ecology animals, samples taken purposing 
sampling by 2 classes. This research was conducted by using a diagram Vee during practicum. 
Data obtained from the results of learning tests and logical thinking using the Test of Logical 
Thinking (TOTL). Data processing with the T test using SPSS. The results showed that there 
was influence using Vee diagram of the learning outcomes and logical reasoning and intellectual 
development of students. 
 

Keywords:  Vee Diagram, Animal Ecology Lab, Learning Outcomes, Logical Thinking 

 

 

INTRODUCTION 

Studying ecology is study of interaction between living things with their environment. 

Studying Ecology looks like a simple and easy, but in fact most of the students do not 

understand the essence of the subject1. This animal ecology courses divided into two activities, 

namely lectures and practicum. Nevertheless, often students do not understand the meaning and 

less can be applied in everyday life. It demonstrated an average yield of the final value of animal 

ecology course that is still less than expected, but it was shown as well as a report or essay 

writing process generally results of studies on the ecology is still not quite right. Animal Ecology 

learning outcomes that have been achieved biology student, biology teacher candidates on 

average in 2012 was 63 and in 2013 was 66. Of these learning outcomes is still below 

expectations. Students are less able to apply in everyday life, particularly with regard to the 

phenomena of nature and conservation. 

Intellectual development of students is very important to know, in order to provide 

learning in a proper way. TOLT measurement results still indicate the level of intellectual 

                                                 
1 Muh Barid Nizarudin Wajdi, ―Landasan Historis  Perkembangan Teknologi‖ (2017).  



  

 
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development of students of biology, at the stage of concrete still above 50%.2 Student is 

supposed to have the intellectual development of formal operational (Piaget, 1964). This 

indicates that the student is actually some still difficult to learn abstract. So that there should be 

an improvement in the learning activities3. 

Vee diagram is one way to organize the process of solving an interesting problem. This 

chart has been developed but has not seen its potential as an organizing model of project based 

learning in the classroom. Use of the Vee diagram is intended to help the learning process using 

the graph to build knowledge. It can help communication between a research associate. Through 

graphs, students can establish communication through certain stages and help students to find 

something new. Students are able to understand where to position them in a process and how to 

continue making progress. Hapsari D. P, Suciati S, and Marjono (2012)4 research results, showed 

that the learning activity using Vee diagrams can improve cognitive ability, affective and 

psychomotor. For teachers, the use of Vee Diagram as a graphic guide to explain the instructions 

on the research process. These charts provide a structure to direct and discuss the process, an 

important value for communications and a useful structure arrangement. Activities stages of 

learning using Vee diagrams can develop scientific capability. 

 

RESEARCH METHOD  

This research method used quasi experiment. The population was the sixth semester 

students who took courses ecology of animals in 2014 in Biology Education about 9 classes at 

the university. The university is located in a small town in West Java. Students entering the 

university was not through a rigorous selection5. The sample was taken purposively about two 

classes, for the treatment and control. Animal Ecology lecture is divided into two activities, 

namely in classroom lectures and laboratory experiments. Lectures in class implemented before 

the practicum, by the method of presentation, discussion and question and answer, while the lab 

were done as follows: 1. practicum model used was Project Based Learning (PjBL) 2. The media 

used was vee diagrams. 

 
                                                 

2 P. K. Suprapto, ―Pengembangan Program Perkuliahan Anatomi Tumbuhan Berbasis Visuospasial Melalui 

Representasi Mikroskopis Sistem Jaringan Tumbuhan Untuk Meningkatkan Penelaran dan Penguasaan Konsep 

Calon Guru Biologi,‖ (Disertasi, Bandung: Universitas Pendidikan Indonesia, 2012).  
3 Muh Barid Nizarudin Wajdi, ―Metamorfosa Perguruan Tinggi Agama Islam,‖ AT-Tahdzib: Jurnal Studi Islam 

dan Muamalah 4, no. 1 (2016): 92–109.  
4 D. P. Hapsari, Suciati S., and Marjono ―Pengaruh Model Inkuiri  Terbimbing dengan Diagram V (Vee) 

dalam Pembelajaran Biologi Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Siswa,‖ Jurnal Pendidikan Biologi 

4, no. 3 (2012): 16-28.  
5 Muh Barid Nizarudin Wajdi, ―Paradigma Pergeseran Educational Technology Menuju In structional 

Technology‖ (2017).  



  

 
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Fig. 1. Vee Diagram (Novak & Gowin, 1985)
6
 

 

Gowin‘s Vee showing 12 epistemological elements operating in the construction of 

knowledge or in an analysis of a unit of knowledge. 3. The study was conducted in 6 sessions 4. 

The material covered during the course of a study are: individual, population, community and 

ecosystem Lectures on class control and treatment classes held together, but the control class, 

practicum does not use vee diagrams. Practicum conducted in accordance with the instruction 

manual lab work. Learning outcomes data collection techniques implemented based on the 

results of cognitive tests and then the data is processed using T test with SPSS. Data Logical 

thinking is measured by the results of the Test of Logical Thinking. 

 

RESULT AND DISCUSSION 

Cognitive Learning Outcomes 

 Cognitive learning outcomes measured were the result of post-test, i.e. after the students 

following study of animal ecology. Practicum was done by using project based learning models 

with a scientific approach comes with a diagram and without diagram Vee as a control. The 

results were the average post-test using Vee diagram was 21.94, the maximum score was 26 and 

the ideal score 30, while learning without Vee diagram obtained an average of cognitive postes 

was 19.73, the maximum score of 24 (Tab.1). 

Table 1. Measurement of Cognitive Student Learning Outcomes 

Measurement V-Diagram Control 

the average of post test 21.94 19.73 

the maximum score 26 24 

the minimum score 14 15 

ideal score 30 30 

standart deviasi 2,86 2,29 

 

Normality test data were analyzed using SPSS software, using the Shapiro-Wilk test, shows the 

following findings: 

 

Tests of Normality 

 

Kolmogorov-

Smirnova 
Shapiro-Wilk 

Stats df Sig. Statis df Sig. 

 c   c   

diag 

vee 
.116 36 .200* .952 36 .122 

control .133 26 .200* .971 26 .638 

*. This is a lower bound of the true significance. 

a. Lilliefors Significance Correction 

                                                 
6 J. D. Novak and D. B. Gowin, Learning How to Learn (New York: Cambridge University Press,  

1985).  



  

 
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Number on the Shapiro-Wilk column Sig. for the value of the class (using Vee Diagram) 

is 0.122 which was above 0.05 (x <0.05), then Ho is accepted, it means that the sample came 

from a normal distributed population. Similarly, the numbers in the column Shapiro-Wilk Sig. 

for the value of the class without the Vee diagram was 0.638 which was above 0.05 (x> 0.05), 

then Ho was accepted, it means that the sample comes from a normal distributed population. 

Guidelines for decision-making was if significant value <0.05, then reject Ho and vice versa if 

the significance value> 0.05 then accepted Ho. 

 

GROUP STATISTICS 

 Kelas N Mean Std. 

Deviation 

Std. Error 

Mean 

Nilai Diagr 

Vee 

36 21.94 2.858 .476 

Control 26 19.73 2.290 .449 

 

Table Group Statistics warned that the number of data/samples, the average result 

learning, and standard deviation. The average grade in the class using vee diagrams (21.94) was 

better than control (19.73) also a standard deviation using a class diagram vee (2,858) better than 

control (2,290). 

 

Sig. column Levene's Test was 0.206 then the value sig. (0.628)> α (0.05), then Ho was 

accepted. Thus, both groups had the same variance (homogeneous). The t-test was used for both 

sets of data derived from normally distributed population, as well as two sets of data had the 

same variance (homogeneous) so that parametric statistical test was then performed using 

independent t test. By using the computer program SPSS, data output was obtained as follows: 



  

 
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Therefore, these two numbers sig. (2-tailed) is below 0.05 (0.002 and 0.001), then Ho was 

rejected. This means that there was significant cognitive achievement of students in the 

implementation of the vee diagram on animal ecology courses.  

 

Making Skills Vee Diagram  

Skills to diagram vee judged by the work of making diagrams vee. Students create charts 

learning vee during the process and the results are collected. Task vee diagrams created per 

student. Indicator assessment is a question of focus, principles and concepts, objects or events, 

notes or transformation, knowledge claims and claim value. 

 

Fig. 2. Student‘s Vee Diagram 

Students created diagrams vee with 11 epistemological elements for constructing knowledge.  

Table 2. The average Yield Assessment Vee Diagram Sheet Student 

 average score ideal 

focus question 2.4 3 

objects/ events 2.4 3 

principles and concept 2.7 4 

Notes/Transformatio

n  

2.3 3 

average  2.2 4 

value claims 0.8 1 

(Novak & Gowin, 1985)7 

 

The results of the above assessment (Tab.2) can be explained as follows: 

1. The first assessment, the average value of the student making the focus question was 2.4, 

while scores ideal was 3, so that it could be stated that the students were able to make 

                                                 
7 Novak and Gowin, Learning How to Learn. 



  

 
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inquiries focus. Students were able to make inquiries identified, including the concept, 

showing large objects or events, or objects that were wrong and activities identified in 

relation to the laboratory. 

2. The second assessment of sports and events, the average student create objects and concepts 

was 2.4, while scores ideal was 3. This showed that the students were able to enter the great 

events and the accompanying objects identified, and was consistent with the focus of the 

question, some suggest what vee would be noted in the diagram. 

3. The third vote on principles and concepts. The results of student assessment in this 

statement got the value of 2.7, while the ideal score was 4. It was clear at this stage most 

students could only afford one of all the relevant concepts and principles and identified, only 

a few were able to make two types of relevant principles or concepts identified. 

4. The fourth assessment records or data transformation got an ideal score of 2.3 and 3, 

meaning that the record or transformation identified, but the transformation was not 

consistent with the intent of focusing questions. 

5. The fifth assessment was the claim of knowledge, students gained an average of 2.2, while 

the ideal score was 4, indicating that knowledge claims made included the concepts used in 

the context improver or generalizations were still largely in accordance with the notes and 

transformation. 

6. The sixth was the claim value assessment, the student gets a score of 0.8, while the ideal 

score was 1, meaning that most students were able to make a claim that was consistent about 

the importance of the investigation, described the used of scientific knowledge claims for 

pure or implementation effort. 

 

Logical Reasoning 

Reasoning students measured through TOLT (Test of Logical Thinking) (Tobin and 

Capie, 1981), a written test consisting of 10 questions and consisted of 5 variables component of 

reasoning, namely the control variable, proportion, correlation, probability and combinatorial 

reasoning. 

The results indicated that the logical thinking practicum using Vee diagrams could 

improve logical thinking better. if we look at each variable reasoning, then the lab using vee 

diagrams could increase the proportional variables, correlational, and combinatorial better (Tab. 

3) 

Table 3. TOLT Post test results of students 

reasoning variable item no. diagram vee (%) control (%) 

proportional 1 80,6 61,5 
proportional 2 75 53,8 
control variable 3 2,7 3.8 
control variable 4 0 0 
probability 5 0 3.8 
probability 6 0 7,7 
correlational 7 0 0 
correlational 8 33,3 22,2 
combinatorial 9 72,2 57.6 
combinatorial 10 44.4 15.4 



  

 
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The level of intellectual development 

Results TOLT (Test of Logical Thinking) students were divided into three categories 

based on the stages of intellectual development TOLT score obtained by the students, which 

were the concrete operational stage of development (score: 0-1), stage of development of 

transitional (score: 2-3) and the stage of development of operational formal (score: 4-10). 

Diagram vee intellectual affect the development of the students, as shown by the results of the 

intellectual development of concrete smaller operational and transitional phase and formal 

operational better (Tab.4). 

Table 4. Intellectual development phase of the students after learning 

Tahap Perkembangan diagram Vee (%) control (%) 

Formal operational (4-10) 50 42.3 

Transitional (2-3) 36,1 34.6 

Concret operasional (0-1) 13,9 26.9 

 

Vee diagram on lab animal ecology effect on knowledge in this regard was the cognitive 

learning students. Cognitive learning outcomes using Vee diagram showing better results 

compared with the controls, as well as to think logically, shown reasoning and intellectual 

development. 

Learning and practical used vee diagrams, train students to make statements about the 

conceptual and methodological details and problem solving. Students designed their own model 

of practicum through Vee diagram components. The components that had to be made in making 

the student is the focus question Vee diagram, conceptually divided into conceptual structure, 

concept and object (event), and the methodology is divided into records, the data 

transformations/interpretations, knowledge claims and value claims. 

Some components in the diagram vee requires students to learn more seriously. The 

learning model used was project based learning, forcing the students to design their own courses, 

ranging from observations, making hypotheses, collecting data, analyzing, evaluating to make 

conclusions. The combination of a learning project based learning model with Vee diagram on 

lab could stimulate students to think and do much more active, because the student should 

compile a component in the diagram vee forcing students to make inquiries focus, conceptual 

structure, relationship, developing the concept, and events. 

In the methodology, vee diagram components which should be produced by the students 

was a record, then transform the data and then making claims to knowledge and value claims. 

Activities in learning using vee diagrams provide positive influence on cognitive learning 

outcomes of students in the subject of Animal Ecology. Sulun, Evren, and Sulun. (2009)8 

conducted a study the effect of the Vee diagram, the network lab in vegetables. The results 

showed that the method of the lab network diagram V plant on vegetables, showed better 

results. 

                                                 
8 Yusuf Sulun, Aysegul Evren, and Ali Sulun, ―The Effect of The Usage of V-Diagrams on The Students 

Success  in Biology Laboratory,‖ Erzincan E␣itim Fakültesi Dergisi Cilt-Say 11-2 (2009). 



  

 
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The inf luences of  Vee Diagram on Animal Ecology Lab to Learning Outcomes and Logical Thinking 

 

  

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Study the ecology should have a good knowledge and have a good ability of logical 

thinking. Interaction that occurred should be a logical relationship. The ability to predict 

interactions that will occur in the ecosystem needed a good logical thinking ability. Logical 

thinking was very supportive in studying the ecology, especially in correlating one concept to 

another related understanding and conservation of natural events. 

Results skill diagram vee systematic consisting of components focus question, 

conceptually divided into conceptual structure (thinking), concept and object (event), and 

methodology (doing) was divided into records, the data transformations/Interpretations, 

knowledge claims and value claims good able to make students think and improve learning 

outcomes and think logically. 

From these results, it appeared that the student was skilled in making the focus question, 

data/events, making notes and transformation of data as well as the claim value, but still not 

good on the principles and concepts as well as knowledge claims. Improvement of skills should 

continue to be implemented to get maximum results. 

Vee diagram is heuristic and constructivism (Thiessen, 1993),9 the inquiry and scientific 

(Calais, 2009),10 so that Vee diagrams can develop the ability to think logically. Lawson, Adi and 

Karplus (1979). said there are five characteristics of reasoning formal, namely: 1) identifying and 

controlling variables: define the identification and control of the variables as students' ability to 

identify the variables most appropriate, especially in solving the problem, 2) the ability to think 

combinatorics: the ability to think that combines several factors later concluded as a result of the 

merger, especially in solving problems, 3) the ability to think of correlation: the ability to analyze 

problems by using relationships or causal, 4) the ability to think of probability: This way of 

thinking to solve problems through various trends encourage students to explore the probability 

5) the ability to think in perspective: as a proportion of problem-solving skills and combine 

proportion to one another. Thus, the child at the formal operational stage using a fifth this way 

in his reasoning. 

Students use diagrams vee, looked develop better in proportional reasoning and 

combinatorics, but the least developed on correlational reasoning. Using vee diagrams, control 

variables and probability reasoning does not develop. Proportional reasoning is the ability to 

understand the situation of the comparison. In the real world, this is a major aspect of many 

everyday tasks. For example, making a perfect cup of tea with the tea bag has been steeped 

ensure for the proper amount of time and the correct amount of sugar and milk added. Put the 

right amount of detergent into the wash to the amount placed into the washing machine. This 

reasoning has been growing since early i.e. when the concrete intellectual development. 

Nevertheless, exercises for the development of proportional reasoning remain to be 

implemented, as indicated by the results of the study that the development of proportional 

reasoning consistently better seen in a matter of no 1 and no 2 (Tab.3) using vee diagrams. With 

a vee diagrams train students to solve problems in proportion. 

Bernoulli (in Batanero et al, 1994)11 described that the combinatorics as art to mention all 

                                                 
9 R. Thiessen, ―The Vee Diagram: A Guide for Problem Solving,‖ Aims Newsletter, May-June, 1993.  
10 G. J. Calais, ―The Vee Diagram as a Problem Solving Strategy: Content Area Reading/Writing 

Implications,‖ National Forum Teacher Education Journal 19, no. 3 (2009).  
11 C. Batanero, Juan D. G., and Virginia N. P., ―The Assessment Challenge in Statistics Education‖ 



  

 
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the possible ways in which a certain number of objects can be mixed and combined so as to 

ensure the results are possible. According Batanero, which was included in combinatorics i.e. 

combinations, permutations, concepts, formulas, sampling models, distribution models, 

reimbursement and applications. The results showed that learning using vee diagram 

combinatorics stimulate the development of better reasoning compared with the control. The 

activities of the event or designing experiments, making the data transformation makes inclusion 

in the form of knowledge claims and value claims in the vee diagrams can help improve the 

ability of reasoning combinatorics. Thus, vee diagrams can assist students in combining several 

factors for the solution of problems encountered in everyday life. 

Correlational reasoning is defined as the mindset of the individual is used to determine 

the strength of the mutual or reciprocal relationship between variables. Correlational reasoning is 

the basis for the establishment of relations between variables; The relationship allows for 

predictions for scientific exploration.12 Correlational reasoning in this study showed there was a 

tendency to use vee diagrams better compared with controls. Attributing activity on component 

relationships and concepts to train students to improve correlational reasoning abilities.  Vee 

diagrams in this study could not boost the ability of control variables and probability reasoning, 

because it was not deep vee diagrams determine vari-observation variable, and less to train 

students to seek opportunities or any other possibility in solving problems. 

Reasoning (reasoning) is a general concept that refers to one of the thought process to 

come to a conclusion as a new statement of some other statements which are already known. 

Copi (1986) refer to a specific way of thinking reasoning as to draw conclusions from premises. 

Piaget (1964) provides an overview of the intellectual system of children at developmental stages 

that describe the extent of its reasoning, namely (a) the sensory motor (0-2 years), (b) pre-

operational (2-7 years), (c) the concrete operational (7-11 years) and (d) formal operations (11 

and over). 

The results showed that the percentage of students who were included in the lower 

concrete operational on student learning using vee diagram (Tab.  4). In the transitional stage of 

development, students with learning vee diagrams higher than controls. In the formal operational 

intellectual development of students with learning vee diagrams higher than controls. Thus, 

learning by using vee diagrams tend to improve the operational stage of development of the 

student.  

Concrete operational development, are: 1) Ordering, namely the ability to sort objects 

according to size, shape, or any other characteristic. 2) Classification, i.e. the ability to name and 

identify a set of objects according to appearance, size, or other characteristics, including the idea 

that a series of objects can include other objects in the series. 3) Decentering, the child begins to 

consider some aspects of a problem to be solve. 4) Reversibility that children begin to 

understand that numbers or objects can be changed, then returned to its initial state. 5) Creation, 

which understand that the quantity, length, or the number of objects was not related to the 

arrangement or appearance of the object or the objects. 6) Elimination of egocentrism, i.e. the 

                                                                                                                                                        
(University of Granada), http://www.stat.auckland.ac.nz/~iase/ publications/assessbkref  

12 Lawson A. E., Adi H., and Karplus R., ―Development of Correlational Reasoning in Secondary Schools: 

Do Biology Courses Make A Difference?,‖ The American Biology Teacher 41, (1979): 420-425.  

 



  

 
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ability to see things from another's perspective (even if they think the wrong way). 

Formal reasoning includes the reasoning combinatorics, correlational reasoning and 

proportional reasoning. Flavell forward some characteristics of formal operational thinking, 

namely: 1) the hypothetical deductive thinking. To formulate many alternative hypotheses in 

response to the problem and check the data against each hypothesis to make appropriate 

decisions. But he does not have the ability to accept and reject the hypothesis. 2) think 

proportionately, a child at the formal operational stage of thinking is not limited to objects or 

events that concrete, it can handle any statement or proportions that provide data concrete. It 

can even handle proportion contrary to fact. 3) combinatorial thinking. Thinking activities 

covering all combinations of objects, ideas or proportions are possible. 4) the reflexive thinking. 

Children in this period to think as adults. He can think back on a series of mental operations. He 

also expressed his mental operations with symbols (Dahar, 1989). So that takes time and a 

willingness that is high enough to learn to use vee diagrams. Vee diagram is less structured than 

conventional teaching methods. Vee diagram consists of a V-shape to separate the 

theoretical/conceptual (idea) of the methodology (perform) an element of the investigation. 

Both sides are actively interact with one another through the use of focus question (s) that are 

directly associated with the event and/or objects.13  

Vee diagrams could be used lab animal ecology. Activity connecting between theory and 

work, as well as arrange the elements in the diagram vee able to increase knowledge and logical 

thinking. 

 

CONCLUSION 

The results of this study could be concluded that the ecology lab animals using vee 

diagrams could affect: 1). Student results learning to be better; 2) Thinking logically better 

students were divided into logical reasoning student and intellectual development of students, 

especially proportional reasoning, correlational and combinatorics.  Vee diagrams could be used 

in animal ecology lab, students were expected to apply ecology of animals in everyday life with 

the correct logic. 

 

 

BIBLIOGRAPHY 

Alvarez, M. C., and Risko, V. J. The Use of Vee Diagrams with Third Graders as A Metacognitive Tool for 

Learning Science Concepts. Tennessee State University, 2007. malvarez@coe.tsuniv.edu 

Batanero, C., G., Juan D., and P., Virginia N. ―The Assessment Challenge in Statistics 

Education.‖ University of Granada. http://www.stat.auckland.ac.nz/~iase/ 

publications/assessbkref 

Calais, G. J. ―The Vee Diagram as a Problem Solving Strategy: Content Area Reading/Writing 

Implications.‖ National Forum Teacher Education Journal 19, no. 3 (2009).  

E., Lawson A., H., Adi, and R., Karplus. ―Development of Correlational Reasoning in Secondary 

Schools: Do Biology Courses Make A Difference?.‖ The American Biology Teacher 41, 

                                                 
13 M. C. Alvarez and V. J. Risko, The Use of  Vee Diagrams with Third Graders as A Metacognitive Tool f or Learning 

Science Concepts (Tennessee State University,  2007), malvarez@coe.tsuniv.edu 

 

mailto:malvarez@coe.tsuniv.edu
mailto:malvarez@coe.tsuniv.edu


  

 
Purwati Kuswarini Suprapto & Lilis Rahmawati 

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Volume 2, Number 2, November 2017 | 200  

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(1979): 420-425. 

Hapsari, D. P., S. Suciati, and Marjono ―Pengaruh Model Inkuiri Terbimbing dengan Diagram V 

(Vee) dalam Pembelajaran Biologi Terhadap Kemampuan Berpikir Kritis dan Hasil 

Belajar Siswa.‖ Jurnal Pendidikan Biologi 4, no. 3 (2012): 16-28. 

Novak, J. D., and Gowin, D. B. Learning How to Learn. New York: Cambridge University Press, 

1985. 

Sulun, Yusuf, Evren, Aysegul, and Sulun, Ali. ―The Effect of The Usage of V-Diagrams on The 

Students Success in Biology Laboratory.‖ Erzincan E␣itim Fakültesi Dergisi Cilt-Say 11-2 

(2009). 

Suprapto, P. K. ―Pengembangan Program Perkuliahan Anatomi Tumbuhan Berbasis 

Visuospasial Melalui Representasi Mikroskopis Sistem Jaringan Tumbuhan Untuk 

Meningkatkan Penelaran dan Penguasaan Konsep Calon Guru Biologi.‖ Disertasi, 

Bandung: Universitas Pendidikan Indonesia, 2012. 

Thiessen, R. ―The Vee Diagram: A Guide for Problem Solving,‖ Aims Newsletter, May-June, 1993. 

Wajdi, Muh Barid Nizarudin. ―Landasan Historis Perkembangan Teknologi‖ (2017). 
———. ―Metamorfosa Perguruan Tinggi Agama Islam.‖ AT-Tahdzib: Jurnal Studi Islam dan 

Muamalah 4, no. 1 (2016): 92–109. 
———. ―Paradigma Pergeseran Educational Technology Menuju Instructional Technology‖ 

(2017). 
 

 

 


