Analysis of Students' Misconceptions on Chemical Bonding Material Using Three-Tier Based Diagnostic Test at State Senior High School 1 Rambatan, Tanah Datar Regency

Abstract

Misconceptions in chemistry learning remain a persistent challenge, particularly in the topic of chemical bonding, which serves as a foundational concept for understanding advanced materials. This study investigates the forms of student misconceptions and their underlying causes in SMA Negeri 1 Rambatan, with the aim of providing a deeper understanding of conceptual barriers in chemical bonding. The research employed a descriptive qualitative approach using a three-tier diagnostic test supported by data from interviews, classroom observations, and documentation. A total of 62 students participated as respondents, and data were analyzed thematically to identify both the patterns and factors contributing to misconceptions. The findings reveal that a significant proportion of students demonstrated misconceptions in distinguishing ionic and covalent bonds, interpreting electron transfer and sharing, and applying bonding concepts to chemical compounds. Although some students selected correct answers, their justifications often reflected fragmented or erroneous conceptual frameworks, indicating that traditional assessments may fail to detect deeper misunderstandings. Further analysis highlighted that misconceptions were influenced by prior knowledge, teacher explanations, abstract representations in textbooks, and students’ tendency to rely on rote memorization. The study concludes that the three-tier diagnostic test is an effective tool to uncover hidden misconceptions while providing teachers with diagnostic insights to refine instructional strategies. These findings emphasize the need for chemistry educators to integrate conceptual-based teaching, use multiple representations, and encourage metacognitive reflection in order to minimize misconceptions and strengthen students’ understanding of chemical bonding