Using multiple representations (MR) such as graphs, symbols, diagrams, and text, is central to teaching and learning in physics classrooms. While different studies have provided evidence of the positive impact of the use of MR on physics learning, a comprehensive overview of existing literature on the use of MR in physics education, especially at the undergraduate level, is missing. This manuscript addresses this gap in the literature by reporting on the outcomes of a systematic review study that aimed to provide an overview of the existing knowledge base, to identify gaps in the knowledge base, and to propose future research about the use of MR in the context of undergraduate physics education. For the purpose of this study, we reviewed 24 empirical studies published between 2002 and 2019 in scientific, peer-reviewed journals in the context of undergraduate physics education. The outcomes of this review study are discussed under these themes (a) In what ways does the use of MR in instruction support student learning? (b) What kinds of representations do students use? (c) What difficulties do students face in using MR? (d) What is the relation between students' use of MR and students' problem-solving skills? and, (e) What is the added value of technology integration in teaching with MR? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of MR in university physics textbooks; (b) Blending of different kinds of MR; and, (c) The use of virtual reality applications.

Problem solving skills is one of six topical areas of physics education research, whereas the research about implementation of Project Based Learning-Science Technology Engineering and Mathematics (PjBL-STEM) to enhance students’ problem solving skills is still lacking. This research purposed to reveal the impact of PjBL-STEM on students’ problem solving skills in the topic of Electromagnetic Induction with a quasi experiment non-equivalent group design. Grade XII students of Senior High School 2 Pasuruan Indonesia were distributed to Experiment class (PjBL-STEM) (N=36) and Comparison class (PjBL) (N=38). Students worked on two projects, which were light shake and transformator. Problem Solving Skills Test with 0.681 Cronbach’s alpha reliability was used as research instrument. Data analysis was done with t-test, effect size, and N-gain. The result showed PjBL-STEM gained problem solving skills significantly higher than the PjBL. Both classes had medium category in the skill’s improvement. With “Very Large” effect size, the operationalization implementation of PjBL-STEM model had very large impact than PjBL class in increasing students’ problem solving skills. The final questionnaire revealed students in both classes had positive response (Agree and Strongly Agree), which were quite similar towards the implementation of the learning model.

The learning in 21st century needs literacy skill, but the study regarding the application of Science, Technology, Engineering, and Mathematics (STEM)-based Guided Inquiry (GI) to develop students’ scientific literacy is limited. This study aimed to know the impact of STEM-based GI learning on students’ scientific literacy in the topic of fluid statics. Using Pre-and Posttest design in a quasi experiment research, students in grade XI of Senior High School 7 Malang, Indonesia, were placed in two classes called Experiment (STEM-GI) and Control (conventional) classes. STEM-GI class made two engineering products, which are a small-scale hydraulic robot and hydraulic lift based on Pascal Law. The Fluid Statics Scientific Literacy Test was used to measure students’ scientific literacy with Cronbach’s alpha reliability of 0.741. Data analysis with Mann-Whitney, N-gain, and Cohen’s effect size was conducted. The result showed two classes had significantly different scientific literacy. Scientific literacy of STEM-GI was higher than conventional class. The improvement of both Experiment and Control classes belonged in medium category. The effect of operational implementation of Experiment-Control pair yielded “large” category in the enhancement of scientific literacy. From the final questionnaire, it’s revealed that students had more positive response towards STEM-based GI than conventional learning.

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