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This research aims to analyze the pre-test and post-test results after being given gradual test instruments to students. The method used in this research is a mixed method, a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out simultaneously. The instrument used is a worksheet that was developed based on the representation-metacognitive reinforcement conceptual change model (R-MR CCM). Four students experienced misconceptions during the pre-test and, after being given a gradual test instrument, were able to reduce the misconceptions to appropriate conceptions. There was one student who experienced misconceptions during the pre-test and, after being given the gradual test instrument, still experienced misconceptions, and There was one student who had an appropriate conception during the pre-test but experienced misconceptions during the post-test. Based on the number of pre-test and post-test results, the gradual test instrument is still stated to reduce misconceptions, but educators also have an important role in directing students so that they do not experience misconceptions when working on the test instrument. [ABSTRACT FROM AUTHOR]

This research aims to determine the impact of misconceptions about dynamic equilibrium, which can potentially cause misconceptions about chemical equilibrium shifts in concentration factors, and the correlation category between misconceptions in dynamic equilibrium and chemical equilibrium shifts in concentration factors. The method used in this research is the descriptive qualitative method. The instrument used is a worksheet developed based on the representation-metacognitive reinforcement conceptual change model (R-MR CCM). Students who understand the concept of dynamic equilibrium will more easily understand the chemical equilibrium shifts in concentration factors. However, students who have had misconceptions about dynamic equilibrium will tend to have misconceptions about the concept of shifting chemical equilibrium on concentration factors because the idea of dynamic equilibrium is prerequisite material for the concept of shifting chemical equilibrium on concentration factors. Misconceptions in dynamic equilibrium impacting the misconception in chemical equilibrium shifts and misconceptions about the idea of dynamic equilibrium and shifts in chemical equilibrium on concentration factors can be reduced using a worksheet with a representation-metacognitive reinforcement conceptual change model. [ABSTRACT FROM AUTHOR]