<![CDATA[The students' disinterest and low ability to understand and translate physics concepts are challenges in physics learning. One of the solutions in this field is to implement a learning approach that can enhance students' interest and deepen their understanding and ability to translate abstract concepts of physics. This study aims to investigate the effect of implementing multi-representation-based physics learning on students’ representation translation abilities in linear motion. This study employs a quasi-experimental design with a non-equivalent control group pretest-posttest. This study involved 62 students from two eleventh-grade classes at senior high schools in Bandung, which were selected using purposive sampling. The experimental group received Lesh-Janvier multi-representation-based learning treatment, while the control group received conventional teacher-centered learning treatment. These research instruments include tests for representation translation ability and student response questionnaires. The results indicate that the representation translation ability of the experimental group shows a significant improvement, with an n-gain value of 0.74. Students’ responses to the learning process were also positive. Hypothesis testing using IBM SPSS shows a significant result (Asymp. Sig. < 0.001) for the experimental group, indicating a significant difference. Thus, multi-representation-based learning positively affects students' representation translation abilities. Keywords: multi representations, representation translation ability, linear motion.]]>
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