Previous studies indicate that the use of multiple representations helps students become better problem solvers. In this study, the researcher wants to explore and highlight the representation design and develop by the secondary school students during problem-solving in real-world physics problems. The Think-Aloud Protocol (TAP) was developed to provide more information about how students design and use representation to solve problems. The analysis was qualitative in nature, focusing principally on the characteristics of the representations employed as well as the underlying reasoning for their applications. The function of representations created mostly to make students visualize the problem clearly after reading the texts given in the problems. Findings revealed the eleven formats used by students that are divided into four categories: sketch, text, symbolic and mathematics to solve the real problems within the concept of force and motion. These findings are particularly important for teachers to apply multiple formats of representation in teaching physics and problem- solving.

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