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This research aims to analyze the students scientific reasoning ability in physics learning. The sample was 32 students of 10 th grade in Public Senior High School 7 Malang. The instrument test is two tiers with 13 questions. The result shows that there are differences between students scientific reasoning score before and after interactive demonstration learning with formative assessment. In pretest, the students scientific reasoning scores were low, 25 students were at level of concrete reasoning and 9 students were at initial transition level. When the posttest, scientific reasoning score has increased, 10 students at concrete reasoning level, 15 students at the initial transition level, 8 students are at final transition level, and 1 student reach the level at formal reasoning level. Teacher need to give the innovative learning strategies that can improve student’s scientific reasoning.  Abstrak: Penelitian ini bertujuan untuk mengetahui kemampuan penalaran ilmiah siswa pada pembelajaran interactive demonstration disertai formative assessment . Sampel yang digunakan yaitu 34 siswa pada kelas X IPA di SMA Negeri 7 Malang. Instrumen yang digunakan berupa tes Two Tiers dengan 13 pertanyaan. Hasil penelitan menunjukkan bahwa terdapat perbedaan antara penalaran ilmiah siswa sebelum dan setelah dilakukan pembelajaran interactive demonstration disertai formative assessment . Pada saat pretest skor penalaran ilmiah siswa rendah yaitu 25 siswa berada pada tingkat penalaran konkret dan sembilan siswa berada pada tingkat transisi awal. Saat posttest skor penalaran ilmiah mengalami peningkatan yaitu 10 siswa pada tingkat penalar konkret, 15 siswa pada tingkat transisi awal, 8 siswa berada tingkat transisi akhir hingga ada seorang yang mencapai tingkat penalaran formal. Guru perlu memberikan strategi pembelajaran inovatif yang dapat memperbaiki penalaran ilmiah siswa.

Analisis Kemampuan Penalaran Ilmiah pada Pembelajaran Interactive Demonstration disertai Formative Assessment