Universal Journal of Educational Research 8(5): 1926-1934, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.080529 Analysis of Students' Alternative Conceptions about Electrolyte and Non-Electrolyte Solutions Using a Two-Tier Diagnostic Test for Chemistry Teaching Improvement Tritiyatma Hadinugrahaningsih * , Rahma Esi Andina, Lingga Restu Munggaran, Yuli Rahmawati Department of Chemistry Education, Faculty of Mathematics and Sciences, Universitas Negeri Jakarta, Indonesia Received February 17, 2020; Revised March 20, 2020; Accepted March 28, 2020 Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract This research explores students’ alternative conceptions about electrolyte and non-electrolyte solutions. Data collection was carried out using a two-tier diagnostic test and in-depth interviews. Ten questions of a two-tier diagnostic test were validated using item validation and construct validation. The result of this research showed that 18,31% of students had alternative conceptions about electrolyte and non-electrolyte solutions, 16,54% students had alternative conceptions chemical bonding and its impact on electricity, and 16,01% students had alternative conceptions about the phase of a compound and its impact on electricity. This result indicates that students' alternative conceptions can be obtained through students' experiences and observations, the term used by the teacher and students, the book, or the way students develop their knowledge. The finding of this research provides teachers to know the sources of alternative conceptions that may occur among students, and how to prevent it. Keywords Students’ Conceptions, Alternative Conceptions, Electrolyte Solution, Two-Tier Diagnostic Test 1. Introduction Chemistry is an essential basis for many facets of our everyday lives, and has many potential benefits for our future. An understanding of chemistry allows students to make sense of and explain the world around them [1]. In chemistry learning, students are expected to understand chemistry concepts in order to solve problems through building their individual knowledge [2], [3]. Therefore, the overall objective of chemistry education is to help students to construct a meaningful understanding of the nature of matter and changes in matter [4]. Chemistry has been regarded as a difficult subject by chemistry teachers, researchers, and educators. Chemical concepts were described in three different representations, which are microscopic, submicroscopic, and symbolic representations [5]. Most students considered that chemistry is difficult to understand because of their lack in understanding about the three levels of representation in chemistry. It is now generally agreed that students bring with them to science lessons certain ideas and notions that are well established in their ways of thinking but are inconsistent with the ideas of teachers and scientists [6]. These interpretations which are called misconceptions or alternative conceptions and influence how students learn new scientific knowledge play an essential role in subsequent learning [7]. In this paper we will use the term 'alternative conceptions' to mean a conception which differs significantly from that which is socially agreed to by the scientific community [8], [9]. Most of students had a different conception about chemistry, one of which is electrolyte and non-electrolyte concept. This is in accordance with previous research which found that students considered that electrons can flow through aqueous solutions without assistance from the ions [10]; Electrons move through solution by being attracted from one ion to the other [11]. The concept that is not in accordance with scientific concepts is called alternative concept. Students’ understanding cannot be easily measured or observed. Teachers need to probe students’ understanding before and after instruction [12]. Teachers need to learn to apply alternative assessment methods for supporting learning in the classroom that can build self-regulated learning and students’ confidence, rather than destroy their self-esteem as learners [13]. One way to tackle this problem is to use two-tier multiple CITE THIS PAPER [1] Tritiyatma Hadinugrahaningsih , Rahma Esi Andina , Lingga Restu Munggaran , Yuli Rahmawati , "Analysis of Students' Alternative Conceptions about Electrolyte and Non-Electrolyte Solutions Using a Two-Tier Diagnostic Test for Chemistry Teaching Improvement," Universal Journal of Educational Research, Vol. 8, No. 5, pp. 1926 - 1934, 2020. DOI: 10.13189/ujer.2020.080529.