Dissemination of diagnostic three tier multiple choice test instruments for misconceptions analysis of macroscopic, sub-microscopic, and symbolic students in chemical learning

Chemistry is abstract, to understand the concept of chemistry requires visualization and explanation through levels. This study aims to analyze macroscopic, submicroscopic, and symbolic misconceptions in chemistry learning. The research method uses a 4D (R&D) model, namely the Dissemination stage. This test consists of 20 reasoned multiple choice questions by choosing the level of confidence. The product being tested is used for student tests in three different schools (SMAN, MAN and SMKN). The test results data were analyzed, interpreted and expressed in the profile of misconceptions at the macroscopic, submicroscopic, and symbolic levels. The research subjects were students of class X from three different schools. The results of this study indicate that the average level of misconceptions at the macroscopic, submicroscopic, and symbolic levels of high school students is 13%; 40%; and 43%, MAN students 30%; 37%; and 50%; SMKN students 3%; 37%; and 53%. The conclusion of this study is that the greatest misconceptions at the symbolic level occurred in three different schools, and each pattern experienced a decrease in submicroscopic and macroscopic misconceptions. The misconception test instrument developed makes it easier for teachers to analyze students' misconceptions so that misconceptions can be corrected immediately.