<![CDATA[This study aims to identify misconceptions on the material of energy transformation in science textbooks for grade IV elementary schools through the analysis of students' answers to questions contained in the textbook. This study uses a descriptive qualitative approach to describe the forms of misconceptions that arise in students' understanding of the concept of energy transformation. Research data were obtained through documentation of students' answers and analyzed based on their conformity with correct scientific concepts. The data analysis technique was carried out by examining students’ answer patterns in the textbook to identify indications of misconceptions in the analyzed materi The results of the study indicate that there are still variations in students understanding, including misconceptions in explaining the process of energy transformation. This finding indicates the need for evaluation of the presentation of material in textbooks and the learning strategies used to improve students' understanding of science concepts. This study is expected to contribute to the development of science learning in elementary schools.]]>
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