<![CDATA[Misconceptions regarding energy concepts remain a challenge in elementary science and social studies (IPAS) learning because they can hinder students’ conceptual understanding. This study aimed to identify fifth-grade students’ misconceptions about energy concepts using the Four-Tier Diagnostic Test. The research employed a quantitative descriptive method involving 41 fifth-grade students from SD Negeri Jipang 01 and SD Negeri Jipang 02. Data were collected through a diagnostic test consisting of 20 items and analyzed using descriptive statistics in the form of percentages. The results showed that 57.07% of students demonstrated conceptual understanding, 21.34% experienced misconceptions, 16.83% lacked conceptual understanding, and 4.76% were categorized as errors. The highest level of misconception was found in the sub-concepts of alternative energy (46.34%) and renewable energy (41.46%), while the highest level of conceptual understanding was identified in the sub-concept of energy sources (71.95%). These findings indicate that misconceptions are still present in several energy sub-concepts, highlighting the need for instructional approaches that strengthen students’ conceptual understanding. The Four-Tier Diagnostic Test proved effective in identifying students’ misconceptions and can be used as a basis for improving instructional practices.]]>
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