MULTIPLE REPRESENTATIONS IN BIOLOGY EDUCATION (A SYSTEMATIC LITERATURE REVIEW)

AGISTA, AMALIA (2026) MULTIPLE REPRESENTATIONS IN BIOLOGY EDUCATION (A SYSTEMATIC LITERATURE REVIEW). Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Konsep biologi pada jenjang SMA sering bersifat abstrak, dinamis, dan tidak dapat diamati langsung sehingga siswa membutuhkan dukungan representasi yang beragam. Penelitian ini bertujuan mensintesis dampak penggunaan Multiple representations dalam pembelajaran biologi terhadap siswa SMA. Metode yang digunakan adalah Systematic Literature Review dengan alur PRISMA 2020. Penelusuran pembaruan dilakukan pada Juli 2026 melalui Google Scholar/Publish or Perish, ERIC, CrossRef, Semantic Scholar, Garuda/SINTA, dan penelusuran manual. Kriteria inklusi mencakup artikel penelitian tentang pembelajaran biologi, melibatkan siswa SMA atau sederajat, menggunakan lebih dari satu representasi, serta melaporkan dampak terhadap hasil belajar, pemahaman konsep, HOTS, kemandirian belajar, motivasi, atau kompetensi representasional. Dari 128 rekaman awal, 11 artikel memenuhi kriteria dan dianalisis secara naratif-tematik. Hasil sintesis menunjukkan bahwa Multiple representations cenderung berdampak positif terhadap penguasaan konsep, hasil belajar, HOTS, kemandirian belajar, motivasi, dan kemampuan menghubungkan representasi, terutama pada materi genetika, ekosistem, fisiologi tumbuhan, enzim, dan pteridophyta. Dampak paling kuat muncul ketika visualisasi dinamis, model fisik, diagram, teks, dan media digital dipadukan dengan arahan guru serta aktivitas interpretasi. Temuan ini mengimplikasikan bahwa pembelajaran biologi SMA perlu merancang representasi secara terarah, bukan sekadar memperbanyak media. ABSTRACT Biology concepts at the senior high school level are often abstract, dynamic, and difficult to observe directly; therefore, students need instructional support through diverse representations. This study aimed to synthesize the impact of Multiple representations in biology learning on senior high school students. A Systematic Literature Review was conducted using the PRISMA 2020 framework. The updated search was performed in July 2026 through Google Scholar/Publish or Perish, ERIC, CrossRef, Semantic Scholar, Garuda/SINTA, and manual searching. Eligible studies were research articles on biology learning involving senior high school or equivalent students, using more than one representation, and reporting student outcomes such as learning achievement, conceptual understanding, higher-order thinking skills, learning independence, motivation, or representational competence. Of 128 initial records, 11 articles met the inclusion criteria and were analyzed using narrative and thematic synthesis. The findings indicate that Multiple representations tend to positively affect conceptual mastery, learning outcomes, HOTS, learning independence, motivation, and students’ ability to coordinate representations, especially in genetics, ecosystems, plant physiology, enzymes, and pteridophyta. The strongest impact occurs when dynamic visualization, physical models, diagrams, texts, and digital media are integrated with teacher scaffolding and interpretive tasks. These findings imply that senior high school biology learning should design representations purposefully rather than merely increasing the number of media.

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