This research aimed to describe the student misconceptions and find out the cause of misconceptions on Redox Reaction lesson at the tenth grade of Senior High School 9 Bengkulu in 2018/2019 Academic Year. Research conduct on April 15th until May 24th, 2019. The design of this research is descriptive method. The samples were taken through simple random sampling technique are 67 students of tenth grade MIPA SMA N 9 Kota Bengkulu so that 30 students were sampled. Essay test by Certainty of Response Index (CRI) and interview were used as the instruments of this research. Based on the analysis of research data shows there are misconceptions students. The analysis results show that misconceptions occurred at all sub concept on redox concept so the percentage of misconceptions that occur amounted to 35,7% in the overall student. The results showed the highest percentage of misconceptions in the amount of 46% at sub concept to determine reduction oxidation based on oxidation number on molecules and ion. The lowest percentage of misconceptions in the amount of 23% at indicator to in the sub concept of understanding oxidation and reduction in a redox reaction in terms of changes in oxidation number. Based on the results of interviews, causes of student misconception are derived from internal and external factors. Internal factors are derived from students such as students' associative thinking, student apperception and wrong intuition, students' abilities are lacking, low of students' motivation and learning interests during the learning process, students' learning methods, and students' selfconfidence in CRI values and external factors such as methods learning and limited learning resources.

[APPLICATION OF DISCOVERY LEARNING MODEL BY USING VIDEO MEDIA TO INCREASE LEARNING ACTIVITIES AND STUDENT LEARNING RESULT CLASS XI IPA 1 SMAN 1 BENGKULU CITY]. The research has goals to improve the activity and learning outcomes chemistry at XI IPA 1 class in SMA Negeri 1 Bengkulu that consist of 30 students: 23 girls and 7 boys. This study is research of class action on thermochemistry subjects by discovery learning model. This research consist three cycle on four stage: planning, action, absorption, and reflection. The data collected using test and non test that consist of post test and observation sheet of activity teacher and student. The data processed using quantitative simple analysis techniques: average score of observation sheet of activity teacher and student, average score, absorption percentage clasical, andclasssical learning completness percentage. From the reseult, we can conculded that chemistry learning process applying discovery learning model using video can improve activity and outcomes learning chemistry student. It can be see from the average score of students. In the first cycle is 69.33 in which the percentage of classical absorption is 86.67 and classical learning completeness is 66.67. The average score of the second cycle is 71,33 in which the percentage of classical absorption is 89.17 and classical learning completeness is 73.33. The students’ average score of the third cycle is 81.33 in which the percentage of classical absorption is 90.37 and classical learning completeness is 86.67. The teacher’s activities of the learning process in the first cycle get average score 26.5 and it is good category, the second cycle is 27.5 and it is good category, the third cycle is 30 and it is good category too. Meanwhile, the student’s activities in the first cycle get average score 22.5 and it is good category, the second cycle is 25 and it is a good category, the third cycle is 27 and it is good category.

The average students' chemical learning outcomes are still low, the low learning outcome is influenced by several factors, including students still consider that chemistry as one of the scary, difficult to understand and less interesting lessons. Therefore, the research wants to vary the learning process in the classroom by applying the learning model of Discovery Learning with Group Investigation model. This research was aimed to find out the students’ achievement differences of chemical subject by using Discovery learning and  Group Investigation model. The research is quasi experimental research. The population of this research were class X MIPA in SMAN 9 Bengkulu City, and the sample were X MIPA 2 and MIPA 3. This research using two experimental classes, that is class X MIPA 2 applying Group Investigation model and X MIPA 3 applying Discovery Learning model. Analysis of the data used is mean values, normality test, homogeneity test, and t-test. Post-test mean values for first experiment class is 78,12, but for second experiment class is 81,3. To determine whether the differences of student’s learning outcomes between both of experiment classes or not, we use t-test by using the differences between student’s pretest and posttest values, tcount > ttable (2,17 > 1,67). The result of this research showed that Ha accepted, in other words is a significant differences in learning outcomes of student’s applying Discovery Learning and Group Investigation model.

This study aims to see the differences in student chemistry learning outcomes who apply the Learning Cycle 5E learning model with Guided Discovery Learning using learning video media on ion balance material in salt solution in class XI MIA SMAN 08 Bengkulu City. The research was conducted in February -July 2019 for the 2018/2019 academic year. This type of research is quasi-experimental research. The population of this study were all students of class XI MIA, totaling 136 students. Sampling was carried out after testing for normality and homogeneity. After testing for normality and homogeneity, the sample was determined using a random sampling technique of two classes. Experimental class 1, namely class XI MIA 3, with 34 students applying the Learning Cycle 5E learning model, while experimental class 2, namely class XI MIA 4, amounting to 35 students applying the Guided Discovery Learning learning model. Data on student learning outcomes were obtained from pre-test and post-test scores.test and data were processed using normality test, homogeneity test and hypothesis testing with a significant level of 0.05. In general, the results of the research show that the two learning models applied can improve student learning outcomes and have reached the standard KKM score of 75. Classes that apply the Learning Cycle 5E learning model get higher learning outcomes than classes that apply the Guided Discovery Learning learning model. The average post-test scores for experimental class 1 and experiment 2 are 82.35 and 77.14, which means that the post-test scores have reached the standard KKM scores, then the difference between the average pre-test and post-test scores for the experimental class 1 and Experiment 2 are 57.06 and 52.57. Based on the difference in the average value of the pre-test and post-test experimental class 1 is higher than the experimental class 2. Hypothesis testing is obtained a significance value of > 0.05, which is 0.214. The results of the hypothesis test concluded that there was no significant difference between the class that applied the Learning Cycle 5E learning model and the class that applied the Guided Discovery Learning learning model using instructional video media.

This study aimed to improve learning activities and learning outcomes of students in class X MIA 1 of Senior High School (SMAN) 8 Bengkulu on the subject of chemical bonds through the application of Auditory, Intellectualy, and Repetition (AIR) learning models by using learning media with lottery card. This study is a classroom action research consisting of three cycles, each cycle consisting of four stages, planning, action, observation and reflection. In collection of data was done by non-test and test methods, teacher observation sheets, student observation sheets and post-test. The data was processed by using simple quantitative data analysis techniques, the total value of each student, the average value, the percentage of absorptive power, learning completeness and the average observation score.The results of the study in the 2018/2019 school year showed that the application of the Auditory Intellectualy Repitition learning model using learning media with lottery  cards in class X MIA 1 of SMA Negeri 8 Kota Bengkulu could improve teacher activities, student activities and student chemistry learning outcomes. This can be seen from the average score of teacher activities in the first cycle to the third cycle in a row : 23, 27.5 and 31.5. Student activity also showed improvement in each cycle. The average score of student activity in cycle I to cycle III was sequentially 20, 25 29.5. Learning outcomes also increase in each cycle. This can be seen from the average value of the test results in each cycle, in the first cycle of 61.82, in the second cycle of 67.88, in the third cycle of 79.09. Classical absorption in cycle I, cycle II, cycle III are 61.82%, 67.88%, 79.09%, with the percentage of completeness learning in each cycle of 42%, 73%, and 87.8 %.