Concept maps are usually used as learning media but rarely used as evaluation tools. In this study, concept maps were used as a substitute for diagnostic tests that are often applied to detect students’ misconceptions. The research approaches used are quantitative, research & development and surveys. Diagnostic tests in the form of concept maps developed using the ADDIE model were tested for validity by using two-tier diagnostic tests as a The implementation of the CMDT (Concept Maps Diagnostic Test) uses a limited sample of 20 students of class XII 6 senior high school in Banda Aceh City. Based on the results of data analysis, it was found that students who experienced misconceptions were the relatively low category, knew the concepts in the medium category, lacked knowledge in the medium category and relatively low students who answered by guessing. These results did not differ significantly from the results of the two-tier diagnostic test. The findings through this study prove that the use of diagnostic concept maps to identify misconceptions is more effective in knowing the level of understanding and revealing student misconceptions.

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