The distillation experiment is a fundamental activity in chemistry education that allows students to understand physical separation and purification methods. This study aims to investigate the relationship between the representation levels used by students and their understanding of the distillation process. The experiment involved students performing distillation using a simple setup and recording their observations at different representation levels, including macroscopic, particulate, and symbolic levels. Data were collected through student observations, written reflections, and interviews. The findings highlight the importance of representation levels in enhancing students' conceptual understanding and their ability to connect theoretical knowledge with practical applications. The implications of these findings for chemistry education are discussed, emphasizing the significance of incorporating multiple representation levels to foster a comprehensive understanding of distillation and other chemical processes.
