Analysis of 7th-grade Students' Misconceptions of Acid-Base

In the classroom, students have several barriers that affect learning outcomes and learning experiences. Generally, the obstacles that occur are the misconceptions experienced by students. Teachers' error causes many students to have misconceptions about the concept and lack practice questions related to the idea. This research was conducted to see and describe the students' misconceptions about understanding acids, bases and salts. This descriptive research uses test questions about acids, bases and salts and uses the CRI method to analyze data. The results show that students who lack understanding are 13.83%, good understanding 18.68%, and students with misconceptions 67.49%. REFERENCESAmala, F., & Habiddin, H. (2022). Pemahaman Konsep dalam Topik Sifat Asam Basa Larutan Garam: Studi Pada Siswa SMA di Blitar. Jurnal Zarah, 10(2), 91–100. https://doi.org/10.31629/ZARAH.V10I2.4321Ardina, D., & Habiddin, H. (2023). Acid-base properties of salt solution: Study at a secondary school in Banyuwangi. AIP Conference Proceedings, 2569(1), 30018. https://doi.org/10.1063/5.0112074Dewi, E. P., & Wulandari, F. (2021). Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 145–150.Febriani, G., Marfu’ah, S., & Joharmawan, R. (2018). Identifikasi Konsep Sukar, Kesalahan Konsep, Dan Faktor-Faktor Penyebab Kesulitan Belajar Hidrolisis Garam Siswa Salah Satu SMA Blitar. J-PEK (Jurnal Pembelajaran Kimia), 3(2), 35–43. https://doi.org/10.17977/um026v3i22018p035Habiddin, H., Akbar, D. F. K., Husniah, I., & Luna, P. (2022). Descubriendo la comprensión de los estudiantes: Evidencia para la enseñanza de las propiedades ácido-base de la solución salina. Educación Química, 33(1), 64–76. https://doi.org/10.22201/FQ.18708404E.2022.1.79488Habiddin, H., Atikah, A., Husniah, I., Haetami, A., & Maysara, M. (2021). Building scientific explanation: A study of acid-base properties of salt solution. AIP Conference Proceedings, 2330(1), 20047. https://doi.org/10.1063/5.0043215Hoe, K. Y., & Subramaniam, R. (2016). On the prevalence of alternative conceptions on acid–base chemistry among secondary students: insights from cognitive and confidence measures. Chemistry Education Research and Practice, 17(2), 263-282.Lathifa, U. (2018). Correcting Students’ Misconception In Acid And Base Concept Using Pdeode Instruction Strategy. Unnes Science Education Journal, 7(2), 170-177.Maryanti, R., & Nandiyanto, A. B. D. (2021). Curriculum Development in Science Education in Vocational School. ASEAN Journal of Science and Engineering Education, 1(3), 151-156.Putri, A. K., Afandy, D., & Su’aidy, M. (2016). Pengaruh Penerapan Strategi Pembelajaran Praktikum Menggunakan Diagram Ve Terhadap Hasil Belajar Siswa Pada Materi Hidrolisis Garam. J-PEK (Jurnal Pembelajaran Kimia), 1(2), 15–18. http://journal2.um.ac.id/index.php/j-pek/article/view/764Sesen, B. A., & Tarhan, L. (2011). Active-learning versus teacher-centered instruction for learning acids and bases. Research in Science & Technological Education, 29(2), 205-226.Suprapto, N. (2020). A Systematic Review of Self-Efficacy among University Students as Pre-service Teachers in Science Education. Journal for the Education of Gifted Young Scientists, 8(4), 1387-1396.Widarti, H. R., Permanasari, A., & Mulyani, S. (2017). Undergraduate Students’ Misconception On Acid-Base and Argentometric Titrations: A Challenge to Implement Multiple Representation Learning Model With Cognitive Dissonance Strategy. International Journal of Education, 9(2), 105-122.Yuliati, Y. (2017). Miskonsepsi Siswa Pada Pembelajaran IPA Serta Remediasinya. Jurnal Bio Education, 2(2), 50-58