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This research aims to develop multi-representation teaching material that includes definitive, macroscopic, microscopic, and valid symbolic to determine students’ responses through multi-representation material. This research was conducted at SMA Negeri 1 Karangtengah, with subjects in class XI IPA 3. This research was applied to acid-base materials. The data obtained in this research are the results of expert validation and students’ responses to multi-representation media teaching material: definitive, macroscopic, microscopic, and symbolic. The data retrieval was conducted by expert judg e ment method to determine the validity of teaching materials, and the questionnaire method to determine student response through multi-representation material: definitive, macroscopic, microscopic, symbolic was validated by three validators. The research outcome shows that multi-representation media: definitive, macroscopic, microscopic, symbolic valid with an average score of 62 from a total score of 75. The student responses through multi-representation material showed a positive response through the material.

The aim of this research was to determine the influence of digimon based scientific approach on independence and learning autcomes of learners. This research has designed as quasi-experimental nonequivalent control group design. Subjects of this reaserch is learners at 8 E and 8 F on SMP N 1 Magelang in year 2014/2015. The results showed that there was a strong perfect linear relationship between digimon with independent learning or learning outcomes of learners. The result of independent assessment on the experiment group was 85,47 while the result of independent assessment on the control group was 69,94. Digimon based scientific approach are influential 51.93% to the independence of learners, while the rest influenced by other factors. Digimon give influence 39.69% on learning outcomes of learners, while the rest influenced by other factors.This relation is empharized through an independent test (t-test) which shows dependent bridge between digimon with independence toward concept understanding of learners in experiment group.