Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials

A misconception is a problem that often encountered in the world of education caused by several things, including students' initial prejudices, incompetent teachers, unclear textbooks, different contexts student experience, and teaching methods only contain lectures. This study intended to answer regarding effectiveness cognitive conflict-based chemistry learning reducing misconceptions about acid-base material. research quasi-experimental with One group Pre-test Post-test Design. The population this was all class XI IPA. sample IPA I. instrument used student's concept understanding test. data collection method multiple-choice reasoned test method. Changes were analyzed descriptively statistically. descriptive analysis conducted see changes concepts. Statistical using T-test. Based on research, it found indicators questions experienced were: Arrhenius theory (32.05%), classification (56.40%), Bronsted Lowry (43.59%), writing down reaction equation according Lewis (59.00%), distinguish between Arrhenius, theories (49.00%), nature acidic basic solutions (47.00), degree acidity/pH (79.00%), determination strong acid base (46.00%), ionization (46.00%) application pH pollution (66.00%). Understanding conceptions, namely students who are classified as knowing 23.18%, 53.95%, not 22.87%, while final conception concepts 76, 20%, 15.49% 8.31%. these data, can be concluded conflict effective