Abstract
The aim of this research was to evaluate the influence of Context Rich Problems on Interactive multimedia form to science process skil, scientific attitude, and conceptual understanding of elementary chemistry student on labwork activites. In form quasy experimental, this was carried out by posttest only control group design . There were 142 students as subject separated on to 3 groups. Eksperiment 1 group was treated by context rich problems on interactive multimedia form before lebwork activity, eksperimen 2 group by conventional context rich problems, and control group without context rich problems. Data collected by process science skill observation sheet and portofolio, scientific attitude observation sheet, and conceptual understanding test. Data was analyzed by inferensial statistic method through SPSS 15 for windows. Research result showed that: (1) Context Rich Problems on Interactive multimedia form was influence student process science skil; (2) Context Rich Problems on Interactive multimedia form was influence student scientific attitude; (3) Context Rich Problems on Interactive multimedia form was not influence student conceptual understanding. Keywords : context rich problems, interactive multimedia, process science skil, scientific attitude, conceptual understanding