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Abstract

This study aims to identify the improvement of students' concept mastery and learning outcomes based recitation program accompanied by multi-representation and feedback about dynamic fluid. The topic raised in this study is about dynamic fluids. The pretest and posttest were used to measure students' learning outcomes using the same instrument. Meanwhile, students' conceptual mastery was measured using multiple-choice questions based on multi-representations during the formative assessment. This research and development refers to the research and development (R&D) method by referring to the 4-D model with stages namely Define, Design, Develop, and Disseminate which was conducted on 36 students of SMA Negeri 3 Magetan who were taking fluid dynamics material. The validation results by material experts showed that the developed recitation program had an average percentage of 3.58 (very valid), from media experts 3.46 (very valid), and validation of multi-representation questions and feedback by experts 3.90 (very valid). Thus, the overall average of the recitation program assessment results by experts was categorized as valid. The developed recitation program received a very good response from students. This can be seen from the average student response of 97.2% (very good). The results of the study showed that there was a significant difference in students who used the recitation program having a concept mastery level of 80.9% which was higher than students who did not use the recitation program which was only 54.9%. Based on the validation results from experts, the product in the form of an apprenticeship- based recitation program is very valid for use in the learning process. The results showed that students' conceptual mastery improved significantly with the N-gain of 0.29. The number of problem and multi-contexts problem are the factors causing the success of the recitation program in improving students' conceptual understanding.

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