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Objective: This study aims to determine the conception and changes in conception of the pressure factor in chemical equilibrium material. Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions. Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students. Results and Discussion: Basically students understand enough about chemical equilibrium shifts, but still have misconceptions, especially in writing down changes in reaction equations when chemical equilibrium is disturbed and analyzing phenomena using metacognitive examples of a concept in their surroundings. Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have. Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.
Novita et al. (Mon,) studied this question.