<![CDATA[Chemical problem-solving skills based on multiple representations are important for understanding chemical bonding through macroscopic, submicroscopic, and symbolic representations. However, students may have difficulty connecting these representations when solving chemistry problems, resulting in limited integration between conceptual understanding and the problem-solving process. This study aims to describe the profile of multiple representation based chemistry problem solving skills in chemical bonding and analyze differences in these skills between experimental and control groups. Polya’s problem solving framework was employed because its four stages understanding the problem, planning the solution, carrying out the solution, and reviewing the solution provide a systematic framework for identifying students’ problem solving processes and determining mastered and unmastered stages. This study used an experimental method with a pretest–posttest control group design, involving 33 students from class X-9 as the experimental group and 33 students from class X-5 as the control group at lamongan state high school 1. The instrument was a valid two-tier multiple representation test (Aiken’s V = 0.786). Data were analyzed using normality, homogeneity, n-gain, and Polya’s problem solving indicators. The results showed that the experimental group’s average score increased from 57.48 to 94.12, with an n-gain of 85.26%, categorized as effective. The problem-solving ability profile was classified as very good, with scores of 93.18% for understanding the problem, 92.58% for planning the solution, 94.09% for implementing the solution, and 96.97% for reviewing the solution. These findings indicate that students were able to connect multiple chemical representations to solve chemical bonding problems systematically and conceptually]]>
