This study aims to deliver a summary of conceptual change research based on scientific production, most rele-vant researchers and countries, co-authorship collaboration, and research foci. A bibliometric analysis of the scientific output in the field of conceptual change was carried out utilizing articles published between 2012 and 2021.A total of 515 articles published in educational psychology, cognitive science and science education jour-nals were extracted from Scopus databases.  The main findings reveal that the number of articles on conceptual change during the 2012-2021 period is relatively constant. Co-authorship collaborations predominantly consist of researchers from the same country. In addition, a shift in the research foci was observed. Past studies have been widely carried out across disciplines, such as educational psychology, cognitive science, and pedagogic. Meanwhile, recent research foci have brought up curriculum and curriculum development as important keywords.

We conducted a bibliometric analysis of the scientific articles in the field of science education research within TPACK framework published between 2012 and 2021. In total, 910 articles published in science education and technological education journals were extracted from Scopus databases. This study aims to present a summary of science education research within TPACK framework regarding number of annual production, most influencing authors and productive countries, the co-authorship collaboration, and research foci. The main findings show that the number of articles on science education research within TPACK framework throughout the period 2012 to 2021 fluctuated. Co-authorship collaborations were mostly made up of researchers from the same country. Furthermore, a shift in the research foci was observed. Recent research foci have emphasized higher education, self-efficacy, and STEM as important keywords. In addition, one of the most common articles published in the field is a literature review.

This study aims to obtain a comparative picture of increasing conceptual understanding between students who experience problem-based learning with a multi-representation approach and students who experience problem-based learning without a multi-representation approach. The aspects of understanding studied refer to Bloom's taxonomy, namely translation, interpretation, and extrapolation. This study used a quasi-experimental method with pre test and post test design non equivalent group design. The sample in this study were students from two class X in one high school in the city of Bandung. The experimental class consisted of 28 students and the control class consisted of 25 students. The results showed that the students' understanding of the concept increased with an average n-gain in the experimental class and control class respectively, namely 0.406 with the medium category and 0.289 with the low category. Keywords: multi representation approach, problem based learning, conceptual understanding ABSTRAK. Penelitian ini bertujuan untuk mendapat gambaran perbandingan peningkatan pemahaman konsep antara siswa yang mengalami pembelajaran berbasis masalah dengan  pendekatan multirepresentasi dan siswa yang mengalami pembelajaran berbasis masalah tanpa pendekatan multirepresentasi. Adapun aspek pemahaman yang diteliti merujuk pada taksonomi Bloom, yakni translasi, interpretasi, dan ekstrapolasi. Penelitian ini menggunakan metode kuasi eksperimen dengan desain pre test and post test non equivalent group design. Sampel pada penelitian ini adalah siswa dari dua kelas X di salah satu SMA di kota Bandung. Kelas eksperimen terdiri dari 28 siswa dan kelas kontrol terdiri dari 25 siswa. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa meningkat dengan rata-rata n-gain pada kelas eksperimen dan kelas kontrol masing-masing yaitu sebesar 0,406 dengan kategori sedang dan 0,289 dengan kategori rendah.Kata kunci: pendekatan multirepresentasi, pembelajaran berbasis masalah pemahaman konsep

This study aims to develop electronic Student Worksheets based on Problem Based Learning (PBL) in science learning on ecosystem material for fifth-grade elementary school students and also to determine the feasibility of electronic Student Worksheets based on Problem Based Learning (PBL). The research method used is Research and Development or R&D. The research model used is Borg and Gall. The Borg and Gall model applies ten stages of research and development, according to Effendi and Hendriyani, these stages are (1) research and information collecting, (2) planning, (3) developing preliminary product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, (10) dissemination and implementation. Due to various aspects of consideration, including cost and time, the simplification of research and development is carried out only up to the ninth stage. The instruments for collecting data were expert test questionnaires and student response questionnaires. The expert test process was carried out on media experts and science material experts. The validation result of the media expert test was 84% so it could be said to be "very feasible", while the validation result of the science material expert test was 94.2% so it was classified as "very feasible". All expert validation results are averaged and the average validation result is 89.4%. This shows that the media is included in the "very decent" category. Furthermore, the product was implemented for 50 grade V students at SDN 21 Palembang for the 2022/2023 academic year. The results of the data from the student response questionnaire were averaged and averaged and the student response results were 90.98%. Thus, the Electronic Student Worksheets based on Problem Based Learning (PBL) that were developed were declared very suitable for use as learning media for class V science on ecosystem material.

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