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Multiple representation is a method of learning that can be used by teachers to enhance students- thinking skills. The research has been conducted descriptively to explore the effectiveness of the implementation of multiple representation methods in science learning. The learning was carried out at a secondary school on respiratory system topics. The effectiveness of learning was studied from the perspective of student activities, students ability to represent concepts, and its impact on students reasoning skills. The results shows that always activating and bringing students closer with a variety of representations made students become experts to use various methods such as graphics, visual images, tables, and chemical reaction in explaining concepts. Almost all students give at least two types of representation in answering the test. On using Toulmins- Argument, it was also found the increase of students- reasoning skills from all of levels. The decrease in the percentage of students who were at level 1 in reasoning skills is followed by an increase in the percentage of students in the level 2 category. Some students showed the increase of their ability to level 3. Moreover, the quality of argument shifted from the domination of weak arguments to domination of strong arguments.