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This study aims to determine how the impact of the integration of Student Generated Representations (SGRs) in improving senior high school students’ conceptual comprehension as well as finding out the consistency of the strategy applied in two different concept samples. Thus, a learning design called counter balanced was employed. On the concept of expansion and the influence of heat to temperature and state of substance, average score of N-gain in experimental class was higher than in the control class. In the next concept, Black principles and heat movement, the exchanging of learning strategy was conducted. The result showed that average score of N-gain in the experimental class was higher than in the control class. Thus, the integrating on of SGRs strategy is consistent in improve students’ conceptual comprehension. In addition, students’ conceptual comprehension was generally improved in each aspect, and each aspect obtained different score categories. The average N-gain score of students’ conceptual improvement is 0.44, and thus included into medium category. Therefore, the integration of SGRs in Learning Cycle 5E gives positive impact on students' conceptual comprehension, specifically in the subject matters ‘heat and temperature’. Keywords—Concept Comprehension; SGRs; Learning Cycle 5E

Integration of Student Generated Representations (SGRs) in Learning Cycles 5E towards Students' Senior High School Conceptual Comprehension