<![CDATA[The purpose of this study is to examine how the four-tier diagnostic test can recognize mathematical misconceptions in junior high school students. Data were obtained from GARUDA and Google Scholar, taking into inclusion criteria such as SINTA journals, full-text publications, Analyzing the implementation of four-tier diagnostic test, and studies to detect mathematical misconceptions at junior high school in the 2020–2026 period. Based on the PRISMA method, 10 articles were eligible for analysis. The results is the characteristics of four-tier diagnostic test include multiple-choice questions with four levels: question-answer, level of confidence, reason for answer, and confidence for the reason. The mathematical topics applied in this instrument include social arithmetic, linear equations with one variable, algebra, integers, root forms, triangles, geometric shapes, comparisons, quadratic functions, and the Pythagorean Theorem. The types of misconceptions identified include theoretical, classificational, and correlational misconceptions, as well as misconceptions based on response patterns such as pure misconceptions, false positives, and false negatives. Furthermore, misconceptions were categorized into high, medium, and low levels, as well as operational skill-based misconceptions in specific mathematics materials. Thus, the four-tier diagnostic test is effective to identifying misconceptions and can serve as a reference in designing more effective learning processes]]>
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