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This research was to obtain an overview the ratio of ability to increase understanding and scientific consistency between students who get Physics learning using multiple representations and students who get Physics learning without using multiple representations. Physics learning using multiple representations require students to interpret a concept in some representations so that can improve the ability of students in understanding of Physics material and scientific consistency. This research is using a quasi-experimental method with Nonequivalent Pre-Test and Post-Test Control-Group Design. The test instruments based on aspects of understanding ability according to Anderson and scientific consistency tests were adapted from the form R-FCI. Subjects of this research were students of senior high school grade X in senior high school consisting of two classes with total of 82 students. The research results showed Physics learning using multiple can more improve ability in understanding with mean score of normalized gain ( ) by 0.79 (high criteria) than Physics learning without using multiple representation with mean score of by 0.60 (medium criteria). Moreover, scientific consistency and representation showed students who get Physics learning using multiple representation increased in consistency quantity ( ) by 74.8% for scientific consistency and 72.3% for representational consistency (high criteria) higher than students who get Physics learning without using multiple representations with by 55.3 % for scientific consistency and 53.92% for representational consistency. It can be concluded that Physics learning using multiple representation can more improve the ability of students in understanding of Physics material and scientific consistency significantly than Physics learning without using multiple

Influences of Multiple Representation in Physics Learning to Students in Understanding Physics Material and Scientific Consistency