No abstract

Students often have difficulty understanding acid-base material, so it has the potential to cause misconceptions. If the students' misconceptions are left unattended and not immediately identified, there will be ongoing misconceptions. This study aimed to describe the misconceptions that occur in acid-base material and determine the large percentage of students who experience misconceptions. The method used in this research is descriptive quantitative. The subjects of this study consisted of 108 students of class XII MA Matholi'ul Anwar. The identification of misconceptions used a four-tier diagnostic test instrument with 20 items. The students' answers from the test were then analyzed and categorized into understanding concepts, not understanding concepts, and misconceptions. This study found that 50% of students hold misconceptions about acid-base theories, 59% in acidbase indicators, 55% in acid-base ionization constant, 58% in pH, 55% in the calculation of pH and 51.9% in pH concepts in the environment.

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions.

<em>The disruption era is a challenge for the education sector because education is one of the areas that can support the quality of Indonesian human resources according to Kemenristekdikti priorities. This article aims to explore the development of personality competencies of preservice teachers in facing the challenges of disruption era. The function of teachers in the disruption era is different from that of teachers in the previous era, which is shifting to the function of cultivating ethical values, character, wisdom, experience, and social empathy because the function is impossible to do by machine. Thus, the challenge of educational institutions is to form the competence of preservice teacher personality which will build suitable exemplary based on expectation of teacher's role revolution in disruption era. There are four things that can be done in developing the personality competence of preservice teachers, some of them are: 1). religious matriculation programs, 2). application of student code of conduct, 3) Real Work Experience (KKN) program, and 4). integration of religious values in lectures.</em>