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kurniawan, s., & peh ery p. (2015). identifikasi miskonsepsi dan penyebab miskonsepsi siswa menggunakan three-tier diagnostic test pada sub-materi fluida dinamik: azas kontinuitas. jurnal pendidikan fisika, 4(2), 1-10.

zahri, c. m. (2016). the result of the training of teachers of the child care center in the quality of care towards children with disabilities at the first stage. jurnal pendidikan ipa indonesia, 6(1), 212-217.

jakatwal, f. a., & yusuf, b. h. (2015). identifikasi miskonsepsi dan penyebab miskonsepsi siswa menggunakan three-tier diagnostic test pada sub-materi fluida dinamik: azas kontinuitas. jurnal pendidikan fisika, 4(2), 1-10.

dewi, f. a. (2016). meningkatkan pemahaman tentang prinsip dan manfaatnya terhadap konteks pelatihan tingkat iii dalam mengkaji korban yang mengalami kerugian pada tingkat kelas k3 yang belajar di pt angkatan perguruan tinggi negeri 1 malang. jurnal pendidikan ipa indonesia, 6(1), 22-31.

hudayati, m., & novy, t. (2016). identifikasi miskonsepsi dan penyebab miskonsepsi siswa menggunakan three-tier diagnostic test pada sub-materi fluida dinamik: azas kontinuitas. jurnal pendidikan fisika, 4(2), 1-10.

muhardjito, h. & c. p. wijaya (2016). the diagnosis of senior high school class x mia b students misconceptions about hydrostatic pressure concept using three-tier. jurnal pendidikan ipa indonesia, 5(1), 1421-1430.

sholihat, f. n., samsudin, a., & nugraha, m. g. (2017). identifikasi miskonsepsi dan penyebab miskonsepsi siswa menggunakan four-tier diagnostic test pada sub-materi fluida dinamik: azas kontinuitas. jurnal penelitian & pengembangan pendidikan fisika, 3(2), 175-180.

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