<![CDATA[Misconceptions are one of the main problems in science learning that can hinder students’ conceptual understanding, particularly regarding motion and force. This study aims to identify and profile the misconceptions of junior high school students regarding the concepts of motion and force using the Three-Tier Test diagnostic instrument. This study employed a quantitative descriptive approach with a case study design conducted at SMP IT PAPB in Semarang. The research subjects consisted of 50 eighth-grade students who had studied the motion and force curriculum. The research instrument was the Three-Tier diagnostic test, which included multiple-choice questions, conceptual justifications, and students’ confidence levels in their answers. Data were analyzed by categorizing students’ responses into “conceptual understanding,” “misconceptions,” and “lack of conceptual understanding.” The results indicated that misconceptions were still present in most subconcepts of motion and force, particularly regarding the relationship between force and motion, Newton’s laws, and friction. The relatively high percentage of misconceptions suggests that students tend to rely on intuitive understandings that do not align with scientific concepts. These findings indicate the need to implement learning and remediation strategies focused on strengthening conceptual understanding to minimize students’ misconceptions regarding motion and force.]]>
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