Abstract
Background: A misconception is a form of error in scientific knowledge that is believed to be accurate. As a result, someone who has a misconception of something will reject scientific truth and will hinder the assimilation of new knowledge. The purpose of this study was to identify misconceptions that occur in students regarding the topic of blood classification. Methods: The survey method research was conducted on 97 students scattered in Malang and Tulungagung, Indonesia. The data analysis technique uses coding for categorization into four categories: conceptual understanding, partial understanding, misconception, and not understanding the concept. Results: The results showed that misconceptions occurred in all sub-topics of blood classification. Misconceptions were found in the concept of blood plasma (2.1%), white blood cells (6.2%), thrombocytes (17.5%), and blood classification system (8.2%). Misconceptions occur due to several misunderstandings of students such as red blood cells that play a role in transporting nutrients, haemoglobin only binds oxygen, and difficulty distinguishing between antigens and antibodies in determining blood groups, blood donation, and the impact arising from donations. Conclusion: The existence of misconceptions causes students' mastery of blood classification material to be hampered.
 
 
 
Highlights
The main objective of learning science is to understand the basic concepts of science in depth
Items to access students' understanding of blood plasma components are presented in the Appendix
To successfully answer this question, students must understand some of the basic properties of blood plasma, namely (1) it is liquid; (2) functions to transport nutrients; and (3) the largest component of blood
Summary
The main objective of learning science is to understand the basic concepts of science in depth. A good understanding of concepts will make it easier for students to develop their abilities in various aspects in the era of globalization (Mustofa, 2019). This close relationship is because before they reach higher-order thinking skills such as critical and creative thinking, they must pass through the stage of understanding the concepts of science being studied. Some focus on developing learning media, both online and offline (Mustofa, 2019) These three main research focuses are continuously explored to find better solutions in the field of science education. Kesimpulan: Adanya miskonsepsi menyebabkan penguasaan siswa terhadap materi klasifikasi darah menjadi terhambat
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