Analisis Miskonsepsi Siswa pada Materi Stoikiometri Menggunakan Tes Diagnostik Three-Tier

Abstract

This study investigates students’ misconceptions in stoichiometry using a three-tier diagnostic test as a tool to identify both conceptual understanding and the reasoning behind responses. The objective is to explore the nature and extent of misconceptions in order to provide a comprehensive picture of students’ difficulties with stoichiometric concepts. The research employed a diagnostic assessment in which students were required to select an answer, justify their choice, and indicate their confidence level, enabling a deeper analysis of their conceptual framework. Results revealed that misconceptions were most prevalent in identifying mole relationships, interpreting chemical equations, and applying stoichiometric ratios, with a significant number of students displaying high confidence in incorrect reasoning. These findings highlight that misconceptions are not merely surface-level errors but represent stable alternative conceptions resistant to correction. The study emphasizes the importance of using multi-tier diagnostic instruments to uncover hidden misconceptions and to inform targeted instructional interventions. The implications suggest that teachers should adopt approaches that directly confront and restructure students’ conceptual frameworks, thereby enhancing the effectiveness of chemistry teaching and learning.