Chemical bonding was one of the concepts that were considered difficult by students because of its abstract nature. Students’ conceptual understanding could be different from each other. So, that analysis was needed to determine students’ conceptual understanding. This study aimed to investigate basic chemistry students’ conceptual understanding of chemical bonding. This study used a descriptive research design with 20 basic chemistry students of Universitas Billfath. Students’ conceptual understanding was determined by a four-tier diagnostic test, CBDT (Chemical Bonding Diagnostic Tool). The result showed that only 21.25% of students fully understand, 19.06% partially understand, 10.94% did not understand, and 48.75% had misconceptions about chemical bonding. Students’ understanding of chemical bonding must be improved to reduce students’ misconceptions. One method that could be used is the conceptual change text.
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