This article aims to examine the actions taken by the teacher to eliminate misconceptions in learning, the focus of which is to explore the actions taken by the teacher towards students either through learning media or learning models. Three strategies are used to identify the studies included in the review: (a) search for reference databases, (b) journal searches, and (c) prior research searches (i.e. review of reference lists from relevant literature reviews and relevant articles). The literature review was conducted to find methods developed to eliminate student misconceptions. The conclusion is that students' ability to understand concepts must be supported by learning media or learning methods so that misconceptions do not occur. Especially if the sub-subjects are required to do lab work. Then the practicum becomes mandatory, if not, students will experience difficulties in understanding, especially if it is only limited to the concepts described verbally.

The Cruise Control System (CCS) autotronic simulator is an automatic speed control system that functions to maintain the vehicle's speed at the desired speed without stepping on the gas and brake pedals. Autotronic learning innovation in vocational high schools is interpreted as a renewal of the learning process where the teacher originally taught the subject of autotronics using lectures, then innovated by means of the teacher learning using the lectures and the CCS simulator. The aim of this research is to evaluate the results of the innovation of autotronic learning through the use of an autotronic simulator on the aspects of technological literacy. The research method used is pre experimental design (non designs) one shot case study. The research was conducted in February-May 2020. The research location was in a public vocational high school in Bandung. The research sample used simple random sampling of 32 students. Data collection used automotive technology literacy tests. Data analysis using percentages. The results showed that: (1) 58% of students have literacy in autotronic technology in the aspect of understanding the components and workings of CCS technology; (2) 56% of students have autotronic technology literacy in the skills aspect of running CCS; and (3) 28% of students have literacy in autotronic technology in the skill aspect of analyzing disorders of the CCS.

Tujuan Penelitian ini untuk mengetahui seberapa besar pengentasan kesulitan belajar dan pencapaian nilai KKM.  Desain penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK). Sampel penelitian yang di ambil adalah 36 siswa kelas X TKR 3 SMK Negeri Situraja. Instrumen yang digunakan dalam penelitian ini berupa tes dan observasi. Hasil penelitian menunjukkan bahwa pengentasan kesulitan belajar berdampak signifikan terhadap hasil belajar. Hal ini ditunjukan dengan teratasinya kesulitan belajar 32 siswa pada kesulitan belajar menggambar proyeksi pandangan depan, pandangan atas dan, pandangan samping kiri pada posttest terakhir. Peningkatan hasil belajar ditunjukan dengan perolehan nilai rata-rata N-Gain sebesar 0,42. Nilai tersebut termasuk kedalam kategori sedang. Observasi ketaatan terhadap SOP terdapat 28 siswa mendapatkan predikat sangat baik dan 8 siswa mendapat predikat baik. Observasi proses menggambar terdapat dua siswa mendapat predikat sangat terampil, 28 siswa mendapat predikat terampil dan enam siswa mendapat predikat kurang terampil. Kesimpulan penelitian ini menunjukan bahwa metode pembelajaran drill mampu mengatasi kesulitan belajar siswa.