摘要：The aim of this study was to describe the burden of student misconceptions in physics subjects, describe models of conceptual change learning can change students' understanding, analyze the use of cognitive conflict approaches to reduce student misconceptions in physics subjects. The main focus in this study was the relationship of conceptual change models with cognitive conflict approaches in reducing physical misconceptions. This research uses library research method, looking for relevant literature sources according to the topics discussed, with the aim of finding scientific and theoretical studies. This research uses data analysis techniques consisting of three stages, namely (1) orgainize, at this stage to group the literature - the literature studied. Literature must first be reviewed before use, in order to fit the subject matter. (2) synthesize, at this stage, unify the results of the grouping of literature in a concise and solid way. (3) identify, at this stage identify relevant and important issues to be reviewed and analyzed, in order to produce scientific paragraphs. The findings of this study are the burden of misconceptions that students have a high average in physics lessons, especially in temperature and heat matter. Misconceptions can come from students, teachers, books, and others. The use of conceptual change learning models with cognitive conflict strategies makes students active in completing their thinking independently, changing their understanding that needs to be updated. Making lessons meaningful and reducing misconceptions. The use of conceptual change models with cognitive conflict approaches significantly affects the reduction of misconceptions, updates concepts, and improves understanding and learning outcomes.
关键词：Miskonsepsi; Perubahan konseptual; Konflik kognitif; Fisika; Pemahaman.
