AM, M. A., & Hadi, S. (2023). Developing a diagnostic test of critical thinking skills in physics lessons. Journal of Research and Educational Research Evaluation, 12(1), 1–11.

AM, M. A., Hadi, S., & Istiyono, E. (2023). Trend research mapping of differentiated instruction: A bibliometric analysis. Journal of Pedagogical Research, 7(3), 194–210.

Aryani, R., Purnamawati, S. N., & Kurniawan, E. (2022). Merdeka belajar curriculum implementation in inclusive schools [Merdeka Belajar curriculum implementation in inclusive schools]. Ta’dib: Jurnal Pendidikan Islam, 27(2), 109–120.

Asriadi, M., & Hadi, S. (2021). Analysis of the quality of the formative test items for physics learning using the rasch model in the 21st century learning. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(2), 158–166.

Asriadi, M., & Istiyono, E. (2020). Exploration of creative thinking skills of students in physics learning. Journal of Educational Science and Technology (EST), 6(2), 151–158.

Beck, J., & Perkins, J. (2016). The “finding physics” project: Recognizing and exploring physics outside the classroom. The Physics Teacher, 54(8), 466–468.

Chan, S. W., Looi, C. K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: A rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236.

Citra, C., Distrik, I. W., & Herlina, K. (2020). The practicality and effectiveness of multiple representations based teaching material to improve student’s self-efficacy and ability of physics problem solving. Journal of Physics: Conference Series, 1467(1), 1–8.

Corti, J. F., Raimundi, M. J., Celsi, I., Alvarez, O., & Castillo, I. (2023). The moderating effect of athletes’ personal values on the relationship between coaches’ leadership behaviors and the personal and social skills of young basketball players. Sustainability (Switzerland), 15(5), 1-14.

Dalila, A. A., Rahmah, S., Liliawati, W., & Kaniawati, I. (2022). Effect of differentiated learning in problem based learning on cognitive learning outcomes of high school students. Jurnal Penelitian Pendidikan IPA, 8(4), 2116–2122. https://doi.org/10.29303/jppipa.v8i4.1839

Eisenwort, B., Schmid, C., Tilis, M., Tsoy, D., Diendorfer-Radner, G., Sedlaczek, A., & Klier, C. (2021). Important aspects in the assessment of bilingual children with suspected language impairment: The Vienna Model [Wichtige Aspekte in der Diagnostik bilingualer Kinder mit dem Verdacht auf eine Sprachentwicklungsstörung: das Wiener Modell]. Neuropsychiatrie, 35(3), 135–139.

Felder, R. M., & Silvermen, L. K. (1988). Learning and teaching styles in engineering education. Engr. Education, 78(7)(August), 674–681.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York, USA: McGraw-Hill.

Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532.

Haladyna, T. M. (2012). Developing and validating multiple-choice test items, third edition. In Developing and Validating Multiple-Choice Test Items, Third Edition.

Hasanah, A., Aprilia, D. N., Lestari, D. A., Al-Amri, H., Ardiansyah, M., Khurizil, M. M., … Subiki. (2022). Presentation and communicative analysis of physics textbooks based on PBL GLB and GLBB materials [Presentation and communicative analysis of physics textbooks based on PBL GLB and GLBB materials]. Anthor Education and Learning Journal, 1(January), 106–113.

Huang, X. B., & Watson, L. (2015). Corporate social responsibility research in accounting. Journal of Accounting Literature, 34, 1–16.

Klančar, A., Starčič, A. I., Cotič, M., & Žakelj, A. (2021). Problem-based geometry in seventh grade: Examining the effect of path-based vs. Conventional instruction on learning outcomes. International Journal of Emerging Technologies in Learning, 16(12), 16–35.

Krumphals, I., & Haagen-Schutzenhofer, C. (2021). Development of a learning environment to enhance preservice physics teachers’ diagnostic competence in terms of students’ conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–18.

Maulana, R., Smale-Jacobse, A., Helms-Lorenz, M., Chun, S., & Lee, O. (2020). Measuring differentiated instruction in The Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education, 35(4), 881–909.

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204–213.

Milinga, J. R., Amani, J., & Lyakurwa, S. E. (2022). Teachers’ perceptions of differentiated instruction for academically high-achieving secondary school students in Tanzania. Journal of Advanced Academics, 34(1), 1-35.

Mogaji, E., Soetan, T. O., & Kieu, T. A. (2021). The implications of artificial intelligence on the digital marketing of financial services to vulnerable customers. Australasian Marketing Journal, 29(3), 235–242.

Mumthas, N., & Abdulla, S. U. (2019). Substandard performance in mathematical problem solving in physics among higher secondary school students in kerala - an investigation on teacher perceptions and student difficulties. Issues and Ideas in Education, 7(1), 35–43.

Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The use of multiple representations in undergraduate physics education: What do we know and where do we go from here? Eurasia Journal of Mathematics, Science and Technology Education, 17(1), 1–19.

Sudirman, & AM, M. A. (2018). Developing fundamental physics module integrated with al- quran in physics education department, faculty of education and teacher training, alauddin state islamic university of makassar. Seminar Nasional Fisika (SNF) 2018, 1(1), 55–65.

Suprapto, E., Saryanto, S., Sumiharsono, R., & Ramadhan, S. (2020). The analysis of instrument quality to measure the students’ higher order thinking skill in physics learning. Journal of Turkish Science Education, 17(4), 520–527.

Tama, A. M., Rinaldi, A., & Andriani, S. (2018). Pemahaman konsep peserta didik dengan menggunakan graded response models (GRM) [Understanding students' concepts using graded response models (GRM)]. Desimal: Jurnal Matematika, 1(1), 91–99.

Trinter, C. P., Brighton, C. M., & Moon, T. R. (2015). Designing differentiated mathematics games discarding the one-size-fits-all approach to educational game play. Gifted Child Today, 38(2), 88–94.

Urbina, S. (2014). Essentials of psychological testing. In John Wiley & Sons, Inc. Canada: John Wiley & Sons, Inc.