JPF | Volume 9 | Number 2 | 2021 | 154 - 164 p - ISSN: 2302-8939 e - ISSN: 2527-4015 Jurnal Pendidikan Fisika https://journal.unismuh.ac.id/index.php/jpf DOI: 10.26618/jpf.v9i2.5027 Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory Yunina Surtiana* 1) , Andi Suhandi 2) , Achmad Samsudin 2) , Parsaoran Siaahan 2) , Wawan Setiawan 3) 1) Doctoral Program in Natural Sciences, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia 2) Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia 3) Computer Science Education Program, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia *Corresponding author:yuninasurtiana@upi.edu Received: March 15, 2021; Accepted: April 13, 2021; Published: April 30, 2021 Abstract – Identification has been carried out to get an overview of the student's Level conceptual change of K-11 student on the hydrostatic pressure concept using Virtual Conceptual Change Laboratory (VCCLab). The VCCLab was created to accomplish the conceptual change level of students’ construction and reconstruction. This investigation aimed to decide the degree of students’ applied change identified in the concept of hydrostatic pressure by involving in VCCLab activities. The strategy utilized was a quantitative enlightening technique which was conducted on a day and a half at class XI-one of the senior high school in West Java Province. The level of students’ conceptual change was identified by using a diagnostic test in the Four - tier test (FTT) format and the results of the students’ worksheets were analyzed based on the guidelines for determining the level of conceptual change. Conceptual change level consists of 1) Scientific conception from the beginning (SCFB); 2) Static (S); 3) Reconstruction (R); 4) Construction (C); and 5) Disorientation (D). The results of the research with VCCLab showed that level 1) scientific conception from the beginning (SCFB) is around 11.1%; 2) Static (S) is around 5.55%; 3) Reconstruction (R) is around 66,7%; 4) Construction (K) is around 16,7% and Disorientation (D) is 0%. In line with the results obtained, it is known that VCCLab can remediate missconception and reach the degree of calculated change in students’ construction and reconstruction. Keywords: Level of Conceptual Change, Physics Experiment, Remediation Misconception, VCCLab Model © 2021 Physics Education Department, Universitas Muhammadiyah Makassar, Indonesia. I. INTRODUCTION Useful exercises can possibly be utilized in exercises that can work with the interaction of reasonable change among students. The conceptual change approach developed in the 1980s contributes substantially to improving science learning and teaching (Duit & Treagust, 2003). The conceptual change approach introduced by (Posner et al., 1982) involves teachers making alternative frameworks of students explicitly before designing a teaching approach consisting of ideas that are not in accordance with the