Misconceptions in dynamic equilibrium, their impact on misconceptions in chemical equilibrium due to concentration factors and their applied on prospective teachers.

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]