Kesetimbangan kimia merupakan materi yang sulit dipahami siswa dan sering mengalami miskonsepsi. Miskonsepsi pada siswa masih perlu ditinjau ulang untuk mengetahui seberapa besar kesalahpahaman siswa setelah proses pembelajaran dan untuk mengetahui efektivitas pembelajaran dalam mengatasi miskonsepsi. Berdasarkan data observasi, guru tidak pernah mengukur miskonsepsi siswa, sehingga penelitian mengenai miskonsepsi ini perlu dilakukan agar tingkat miskonsepsi siswa terukur dan menjadi masukan bagi guru untuk mengevaluasi tingkat pemahaman konsep siswa. Penelitian ini bertujuan untuk memberikan informasi miskonsepsi dan penyebabnya pada materi kesetimbangan kimia, agar guru bidang studi kimia dapat melakukan tindakan lanjut untuk mengatasi hal tersebut. Jenis penelitian ini menggunakan pendekatan kuantitatif deskriptif. Subjek pada penelitian ini sebanyak 42 siswa kelas XI SMA Muhammadiyah 1 Semarang. Instrumen yang digunakan berupa tes diagnostik four tier, angket dan lembar wawancara. Tes diagnostik four tier dilakukan menggunakan computer based test. Berdasarkan hasil analisis diketahui bahwa persentase siswa yang miskonsepsi sebesar 48%. Penyebab dari miskonsepsi ada beberapa faktor, diantaranya siswa 41,4%, konteks mengajar 25,7%, buku teks 25,2%, metode 21% dan guru 10,5%.

ABSTRACT:
Chemical equilibrium is a subject that is difficult for students to understand and often leads to misconceptions. The misconceptions among students still need to be reexamined to determine the extent of students' misunderstandings after the learning process and to assess the effectiveness of instruction in addressing these misconceptions. Based on observational data, teachers have never measured students' misconceptions, so research on these misconceptions needs to be conducted to measure the level of students' misconceptions and provide feedback to teachers for evaluating students' conceptual understanding. This research aims to provide information on misconceptions and their causes in the topic of chemical equilibrium, so that chemistry teachers can take further action to address these issues. This study utilizes a quantitative descriptive approach. The subjects of this research are 42 students from the 11th grade of SMA Muhammadiyah 1 Semarang. The instruments used include a four-tier diagnostic test, a questionnaire, and an interview sheet. The four-tier diagnostic test is conducted using a computer-based test. Based on the analysis, it is known that the percentage of students with misconceptions is 48%. The causes of these misconceptions include several factors, including students (41.4%), teaching context (25.7%), textbooks (25.2%), methods (21%), and teachers (10.5%).