<![CDATA[Misconceptions in modern physics remain a major challenge among pre-service physics teachers due to the abstract nature of the concepts. This study aimed to analyze misconceptions and conceptual transformation after implementing the Conceptual Change Model (CCM) in modern physics learning. A mixed-methods sequential explanatory design was conducted involving 55 pre-service physics teachers at the Department of Physics Education, Universitas Syiah Kuala. Data were collected using a five-tier diagnostic test and semi-structured interviews. The diagnostic test identified five conceptual categories: Scientific Conception (SC), Lack of Knowledge (LK), False Positive (FP), False Negative (FN), and Misconception (MC). Conceptual transformation was analyzed through changes in conceptual categories between pretest and posttest results. Findings showed that misconceptions dominated the pretest phase (38.2%), while Scientific Conception increased from 18.2% to 61.8% after CCM implementation. Misconceptions also decreased significantly from 38.2% to 12.7%. The highest complete conceptual transformation occurred in pair production (58.2%), whereas photon–gravity interaction showed dominant partial transformation due to its abstract characteristics. Interview results indicated that conceptual transformation occurred through dissatisfaction, intelligibility, plausibility, and fruitfulness stages. Overall, CCM effectively promoted conceptual restructuring and reduced misconceptions, while the five-tier diagnostic test provided comprehensive information regarding conceptual understanding, reasoning consistency, and confidence levels among pre-service physics teachers.]]>
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