<![CDATA[This study highlights the central role of Madrasah Ibtidaiyah Teacher Education (PGMI) students as future educators who will teach the basics of Natural Sciences (IPA) at the elementary school level. Strong conceptual understanding among teachers is crucial in determining the quality of learning and preventing misconceptions from being passed on to students. This study aims to describe the misconception profile of PGMI Study Program students on the concept of Matter and Its Changes. This type of research is descriptive research with a population of 90 students who all served as research samples. Data collection was carried out using a two-tier diagnostic test (Two-Tier Test) in the form of multiple choice consisting of 30 concept and reasoning questions covering indicators of the nature of particle substances, classification of matter, as well as physical, chemical, and biological changes. The test data were analyzed to identify categories of student understanding including conceptual understanding, misconceptions, and not understanding the concept. The results of the analysis showed that the two-tier diagnostic test instrument was effective for identifying students' conceptual misconceptions on the topic of matter and its changes. The distribution of student conceptions showed that the category of Concept Understanding (PK) reached 55.8%, while Misconception (M) was 3.1%, and Not Understanding the Concept (TPK) was 41.1%. These findings provide an important overview for science lecturers in the PGMI Study Program in designing learning strategies that can strengthen conceptual understanding and minimize misconceptions of pre-service elementary school teachers]]>
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