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Guided by the PRISMA procedure, it conducts a systematic literature review with qualitative content analysis across Scopus, ERIC, and SINTA. From 669 screened articles, 26 are included and analyzed. Results show that teaching models combined with technology-assisted media and ethnoscience, plus indicators using combinations of mathematical, graphic, and verbal representations, strengthen multiple representation development.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-to-improve-multiple-representation-skills-in-physics-learning-a-systematic-literature-review/588302/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-to-improve-multiple-representation-skills-in-physics-learning-a-systematic-literature-review/588302.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this systematic literature review?","Question",{"text":112,"@type":113},"It aims to explore learning interventions that enhance students’ multiple representation skills in physics education and to identify indicators for assessing these abilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the literature selected and analyzed?",{"text":117,"@type":113},"Using the PRISMA procedure, the review applies identification, screening, eligibility assessment, and article inclusion. Searches were run in Scopus, ERIC, and SINTA, and qualitative content analysis was used for the included studies.",{"name":119,"@type":110,"acceptedAnswer":120},"Which interventions are reported to improve multiple representation skills most effectively?",{"text":121,"@type":113},"Interventions include teaching models (e.g., Discovery Learning, PBL, STEM, Blended Learning) combined with technology-assisted media such as ethnoscience, Augmented Reality (AR), and mobile applications.",{"name":123,"@type":110,"acceptedAnswer":124},"What indicators are used to measure multiple representation abilities?",{"text":125,"@type":113},"Key indicators emphasize the use of combinations of representations, such as mathematical equations, graphic diagrams, and verbal explanations.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},588302,1793114991,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":36,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","How to Improve Multiple Representation Skills in Physics Learning: A Systematic Literature Review  \nFauziah Rasyid1*, Jumadi Jumadi 1, Proki Karandja Hawur 1  \n1Magister of Physics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia  \n*Corresponding author: [fauziahrasyid.2023@student.uny.ac.id](fauziahrasyid.2023@student.uny.ac.id)  \nABSTRACT This study aims to explore the literature on learning interventions that can enhance students' multiple representation skills and identify indicators for assessing multiple representation abilities in physics education. Following the PRISMA procedure, the research is a systematic literature review using qualitative content analysis techniques. The applied procedure includes identification, screening, eligibility assessment, and article inclusion. Article searches were conducted through Scopus, ERIC, and SINTA using relevant keywords. Out of 669 articles selected based on inclusion and exclusion criteria, 26 articles were ultimately included and analyzed in this study. The findings indicate that interventions applied to improve multiple representation skills include teaching models, media, instructional materials, learning approaches, and instructional design tools. Teaching models such as Discovery Learning, Problem-Based Learning (PBL), STEM, and Blended Learning, when combined with technology-assisted media like ethnoscience, Augmented Reality (AR), and mobile applications, have been shown to significantly enhance students' multiple representation skills in physics education. Indicators for measuring multiple representation abilities are diverse, with key indicators involving the use of combinations of various representations, such as mathematical equations, graphic diagrams, and verbal explanations. This study emphasizes the importance of integrating teaching models with technology-assisted media and ethnoscience in physics education, which can significantly support the development of students' multiple representation skills.  \nKeywords Multiple representation, Physics learning, Representation skill, Systematic review, Systematic literature review.  \n1. INTRODUCTION  \nPhysics is a crucial subject but often poses challenges for both students and teachers. These challenges arise due to its difficult subject with complex material and abstract concepts (Niyomufasha, Ntivuguruzwa & Mugabo, 2024; Pals, Tolboom & Suhre, 2023) . One effective strategy to address these challenges is the use of multiple representations, which integrates various forms of representation to convey abstract concepts more concretely and enhance broader comprehension (Munfaridah, Avraamidou & Goedhart, 2021) . Physics concepts can be represented in various ways, such as situational descriptions, symbolic expressions, graphs, images, and diagrams (Bollen, Van Kampen, Baily, Kelly & De Cock, 2017) . These representations encompass graphical, mathematical, and verbal forms in physics (Treagust, Duit & Fischer, 2017) . The use of multiple representations has proven to be an effective teaching strategy for deepening students' conceptual understanding in physics (Treagust, Won, & McLure, 2018) . By combining different representations, students are enabled  \nto experience physical phenomena or concepts more holistically (Geyer & Pospiech, 2019) . Thus, the implementation of multiple representations assists students in understanding abstract concepts, facilitates knowledge transfer, and supports problem-solving (Niyomufasha, Ntivuguruzwa & Mugabo, 2024; Susac, Planinic, Bubic, Jelicic & Palmovic, 2023) . Thus, employing multiple representations in physics is effective in concretizing abstract concepts, enhancing understanding, and supporting students’ problem-solving abilities.  \nThe use of multiple representations should ideally improve students’ academic success in learning physics. However, its effective implementation requires students to have the ability to interpret and assim","cbCaicMTBRUisAY6","https://ap.wps.com/l/cbCaicMTBRUisAY6","pdf",552209,16,"English","# Abstract\n# Introduction\n## Context and rationale\n## Multiple representations and learning outcomes\n## Challenges in representation tasks\n## Need for structured practice and guidance","[{\"question\":\"What is the purpose of this systematic literature review?\",\"answer\":\"It aims to explore learning interventions that enhance students’ multiple representation skills in physics education and to identify indicators for assessing these abilities.\"},{\"question\":\"How was the literature selected and analyzed?\",\"answer\":\"Using the PRISMA procedure, the review applies identification, screening, eligibility assessment, and article inclusion. Searches were run in Scopus, ERIC, and SINTA, and qualitative content analysis was used for the included studies.\"},{\"question\":\"Which interventions are reported to improve multiple representation skills most effectively?\",\"answer\":\"Interventions include teaching models (e.g., Discovery Learning, PBL, STEM, Blended Learning) combined with technology-assisted media such as ethnoscience, Augmented Reality (AR), and mobile applications.\"},{\"question\":\"What indicators are used to measure multiple representation abilities?\",\"answer\":\"Key indicators emphasize the use of combinations of representations, such as mathematical equations, graphic diagrams, and verbal explanations.\"}]","How to Improve Multiple Representation Skills in Physics Learning - A Systematic Literature Review | PDF",1792064968]