<![CDATA[This research serves an analysis on showing and identifying the profile of students misconception on dynamics materials and its causes. The analysis is also set to measure to what extent is the students   misconception   able to be reduced  by making  use of cognitive conflict under demonstration  method. The analysis  results in conclusion   that diagnostic  test and interview  catch dynamic misconception. Identified essential misconceptions belong to 7 profile types under causes which are limited by Newton Law, the wrong mathematic  formulation  for Newton  Law. Cognitive  learning  by demonstration   method can tentatively  reduce the misconception. Misconceptions  obtained before cognitive conflict by demonstration method are 91 % made by the students of Physics, and 60% made by students of mathematics. After cognitive conflict learning strategy, the misconceptions  can be reduced to 36.5% and 14% repectiveJy.Key terms:  misconception, cognitive conflict, demonstration.]]>
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