The aim of this study was to describe the implementation, learning activities of students, known profile of students' misconceptions before and after the remedial learning of cognitive conflict strategies on the subtopic factors that impact to the reaction rate, and also the shift in misconceptions that occur. The research method was a pre-experimental quantitative type with the One Group Pretest-Posttest Design model. The instruments used were in the form of implementation observation sheets, student learning activities, three tier diagnostic tests. The research subjects were 11 students who experienced misconceptions in class XI MIPA 2 SMAN 2 (High School) Blitar. The outcome of the analysis showed that the implementation strategies of remedial learning were 97.59% and 98.07% at the first and second meetings, which showed a very good category. Student learning activity at 100% at the first and second meetings showed a very good category. The profile of students' misconceptions before learning was 61.36%, after learning the percentage was 12.87%. The difference in the percentage before and after as much as 48.48% indicates that there is a shift in misconceptions correction after remedial learning cognitive conflict strategies. In addition, the shift is evidenced by the paired t test which produces a significance value of 0. In summary, learning remedial cognitive conflict strategies can reduce misconceptions in sub-topic reaction rate factors that impact to the reaction rate.
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