<![CDATA[Students often experience difficulties in integrating macroscopic, submicroscopic, and symbolic representations in buffer solution topics, which impacts their self-regulation and science process skills. This study aims to examine the effect of multiple-representation-based e-worksheets on students’ self-regulation and science process skills. A quasi-experimental method with a posttest-only control group design was employed involving eleventh-grade science students (N = 66). The experimental group used multi-representation-based e-worksheets, while the control group received conventional instruction. Data were collected using a validated self-regulation questionnaire and a science process skills observation sheet. Data was analyzed using multivariate analysis of variance (MANOVA) and between-subjects effects tests. The results revealed a significant multivariate effect of the treatment on both dependent variables (p < 0.05, Partial Eta Squared = 0.231). Partially, significant differences were found in self-regulation (p = 0.00, Partial Eta Squared = 0.19) and science process skills (p = 0.00, Partial Eta Squared = 0.18). These findings indicate that multirepresentation-based e-worksheets have a large effect in enhancing students’ self-regulation and science process skills. In conclusion, the integration of multirepresentation-based e-worksheets is effective in promoting more interactive, independent, and meaningful chemistry learning.]]>
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