<![CDATA[This study aimed to analyze students’ misconceptions about plant body parts in elementary school, identify the forms of misconceptions, and determine the factors contributing to them. A descriptive qualitative approach was employed involving 17 fourth-grade students at SDIT Santri Mulia. The instrument used was a 10-item two-tier diagnostic test designed to reveal students’ conceptual understanding and reasoning. The results showed that students’ misconceptions were relatively high, with a mean percentage of 50.389%, compared with 45.894% for students who demonstrated conceptual understanding and 4.705% for those who did not understand the concepts. The highest levels of misconception were found in students’ understanding of root functions, leaf structures, and fruit functions. The factors contributing to these misconceptions included students’ preconceptions, suboptimal instructional methods, and limited learning materials. Therefore, more interactive learning strategies, the use of concrete learning media, and early detection of misconceptions are needed to improve students’ conceptual understanding in accordance with scientifically accepted concepts. These findings highlight the importance of identifying and addressing misconceptions at an early stage to support meaningful science learning in elementary education.]]>
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