<![CDATA[This study aimed to identify students’ misconceptions about energy concepts and analyze the factors contributing to these misconceptions among fourth-grade students at Madrasah Ibtidaiyah Madinatussalam. The research employed a qualitative case study approach involving 29 students and 1 teacher. Data were collected through observation, interviews, diagnostic tests based on the Certainty of Response Index (CRI), and documentation. The findings showed that the misconception category had the highest percentage (49.29%), followed by lack of understanding (33.57%), lucky guess or low confidence (10.71%), and concept understanding (6.43%). The identified misconceptions included beliefs that energy is only possessed by living things, energy can be depleted after use, energy is the same as force, energy sources are limited to electricity and food, and difficulties in understanding energy transformation and conservation. Factors contributing to misconceptions included inaccurate prior knowledge, difficulty distinguishing related concepts, the abstract nature of the material, low self-confidence, inappropriate everyday experiences, limited learning media, and less effective teaching methods. The study concludes that misconceptions about energy concepts are still prevalent among students; therefore, concrete learning media, contextual learning strategies, and diagnostic assessments are needed to improve students’ conceptual understanding.]]>
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