Page 66 - Jurnal Kurikulum BPK 2020
P. 66
Kementerian Pendidikan Malaysia. (2012). Laporan kajian pelaksanaan pemulihan khas di
sekolah rendah. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan
(EPRD).
Keeves, J. P., Bourke, S. F. (1994). Literacy and numeracy in Australian schools: A first report.
Australian Studies in School Performance Vol. I.
Koh. (1978). Clinical diagnosis and non-verbal ability of primary one school: Children with
LD. International Journal of Public Health research, 1(Special Issue), 33 – 40.
Lindholm-Leary, K. (2011). Student outcomes in Chinese two-immersion programs: language
proficiency, academic achievement and student attitudes. In Diane J. Tedick, Donna
Christian & Tara Williams Fortune (eds.). Immersion education: Practices, Policies,
Possibilities, 80-103. Bristol: Multilingual Matters.
Mahzan Arshad. (2008). Pendidikan literasi Bahasa Melayu: Strategi perancangan dan
pelaksanaan. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd.
Modul LINUS. (2010). Ministry of Education. Malaysia.
Mohammad Arif Ismail (2001). Penilaian terhadap perancangan dan pelaksanaan program
pembelajaran konteksual di sekolah-sekolah menengah teknik di Malaysia. Universiti
Kebangsaan Malaysia, Bangi (Tesis Doktor Falsafah Tidak Diterbitkan).
Ministry of Education. (2011). Malaysia Education Blueprint 2012-2025. Putrajaya: Bahagian
Pendidikan Guru.
Musalmah Satiman. (1982). Penyediaan dan penggunaan buku bacaan berperingkat bagi
kanak-kanak pemulihan. Tesis Sarjana Pendidikan. UPSI.
NKRA Kementerian Pelajaran Malaysia (2011). Dimuat turun pada 20 Oktober 2012 dari
http://www.moe.gov.myl No Child Left Behind Act of 2004 (NCLB), Amerika Syarikat.
Othman et al. (2007). Orang Asli and wildlife conservation in the Belum- Temengor forest
complex, Malaysia. Traffic Bulletin, 23(3), 94-104.
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge.
Piaget, J. (1959). The language and thought of the child. New York: Routledge.
Smith (1980). Interactive effect of multimedia instruction and learning styles. Teaching of
Psychology, 27(3), 220 - 223.
Tuzana Mohamad. (2014). Keberkesanan modul bacaan bergred bagi membantu murid linus
tegar dalam kemahiran membaca KVKV. Universiti Sains Malaysia, Pulau Pinang
(Tesis Sarjana Tidak Diterbitkan).
Johnson, Eli. (2013). The student centered classroom: Social studies and history. New York:
Routledge.
Shivam, R & Singh, S. (2015). Implementation of blended learning in classroom: A review
paper. International Journal of Scientific and Research Publications, 5(11), 369-372.
Siminica, M., Circiumaru, D. & Simion, D. (2012). The correlation between the return on assets
and the measures of financial balance for Romanian companies. International Journal
of Mathematical Models and Methods in Applied Sciences, 6(1), 249-256.
Singh, H. & Reed, C. (2001). A white paper: achieving success with blended learning. Centra
Software, ASTD State of the Industry Report. American Society for Training &
Development, March 2001, hlm. 1-11.
Smyth, S., Houghton, C., Cooney, A. & Casey, D. (2012). Students' experiences of blended
learning across a range of postgraduate programmes. Nurse education today, 32(4),
464-468.
Staker, H. (2011). The rise of K–12 blended learning: Profiles of emerging models. San Mateo,
CA: Innosight Institute.
Staker, H. & Horn, M. (2012). Classifying K-12 blended learning. San Mateo, CA: Innosight
Institute.
57

