PENERAPAN MODEL PEMBELAJARAN CONCEPTUAL CHANGE UNTUK MEREDUKSI MISKONSEPSI SISWA PADA MATERI IKATAN KIMIA KELAS X SMA NEGERI 4 SIDOARJO (IMPLEMENTATION OF CONCEPTUAL CHANGE LEARNINGMODEL TO REDUCE THE STUDENT’S MISCONCEPTIONS ON CHEMICAL BONDING IN X CLASS SMA NEGERI 4 SIDOARJO)

Penelitian ini bertujuan untuk mendeskripsikan profil konsepsi siswa, keterlaksanaan pembelajaran, pergeseran miskonsepsi siswa, dan reduksi miskonsepsi siswa sesudah penerapan model pembelajaran conceptual change. Penelitian ini dilakukan di SMAN 4 Sidoarjo. Rancangan penelitian yang digunakan adalahOne-Group Pretest-Posttest. Hasil penelitian menunjukkan bahwa persentase rata-rata miskonsepsi siswa sebelum penerapan  model pembelajaran conceptual change  pada konsep ikatan ion, ikatan kovalen, dan kepolaran suatu senyawa molekul berturut-turut sebesar 36,00%; 46,00%; dan 54,67%. Persentase rata-rata miskonsepsi siswa sesudah penerapan model pembelajaran conceptual change pada konsep ikatan ion, ikatan kovalen, dan kepolaran suatu senyawa berturut-turut sebesar 1,33%, 3,33%, dan 6,00%. Keterlaksanaan model pembelajaran conceptual change pada pertemuan I, II, dan III berturut-turut sebesar 95,24%; 95,00%; dan 93,00%. Pergeseranmiskonsepsisiswa sesudahpenerapanmodelpembelajaranconceptualchangemenunjukkansebagianbesarmiskonsepsimenujukearahtahukonsep. Persentase pergeseran MK ke TK pada konsep ikatan ion, ikatan kovalen, dan kepolaran suatu senyawa molekul berturut-turut sebesar 98,15%, 94,37%, dan 87,80%. Berdasarkan uji Wilcoxon terdapat perbedaan yang signifikan pada miskonsepsi siswa sebelum dan sesudah penerapan model pembelajaran conceptual change. Tingkat reduksi miskonsepsi siswa berdasarkan barometer Hattie dikategorikan tinggi, yaitu sebesar 0,83. Hal ini menunjukkan bahwa penerapan model pembelajaran conceptual changedapat mereduksi miskonsepsi siswa. Kata Kunci:Miskonsepsi, Model Pembelajaran Conceptual Change, Ikatan Kimia, Reduksi The aims of this research is to describe the profile of student’s conceptions, the learningfeasibility, the shifting of student’s misconceptions, and the reduction of student’s misconceptions. This research was conducted at SMAN 4 Sidoarjo with research target was students of MIA 4 class. The research design used the One-group pretest-posttest. The results showed that the average percentage of student's misconceptions before the implementation of conceptual change learning model on the ionic bonding, covalent bonding, and the polarity of a compound concept were respectively by 36,00%; 46,00%; and 54,67%, whilethe average percentage of student's misconceptions after the implementation were respectively by 1,33%, 3,33% and 6,00%. The shifting of student’s misconceptions after the implementation of conceptual change learning modelshowed that almost all the misconceptions toward know the concept. The feasibility assessment of conceptual change learning model at the  first, second, and third meeting were respectively by 95,24%; 95,00%; and 93,00%. Thepercentageof MK to TK on theionic bonding, the covalent bonding, and the polarity of a compound concept were respectively by 98,15%; 94,37%; and 87,8%. The reduction level of student’s misconceptions based Hattiebarometerwere classified as highcatagory, 0,83. So the implementation of conceptual change learning model could reducestudents’s misconceptions. Keywords:Misconceptions, Conceptual Change LearningModel, Chemical     Bonding, Reduce