Tujuan dari penelitian ini adalah mengetahui kelayakan software anti miskim dengan strategi conceptual change text sebagai media pembelajaran untuk mereduksi miskonsepsi pada materi larutan penyangga. Kelayakan software ditinjau dari kriteria validitas, kepraktisan dan keefektifan. Jenis penelitian ini menerapkan metode penelitian dan pengembangan Borg & Gall, namun dalam penelitian ini hanya dilakukan sampai tahap kelima yang meliputi (1)research and information collecting, (2)planning, (3)develop preliminary form of product, (4)preliminary field testing, & (5)main product revision. Penelitian ini dilakukan pada 12 peserta didik dengan tingkat miskonsepsi tertinggi pada materi larutan penyangga di kelas. Hasil penelitian menunjukkan bahwa software anti miskim layak digunakan untuk mereduksi miskonsepsi peserta didik pada materi larutan penyangga. Hal ini ditunjukkan dari hasil validasi isi dan konstruk diperoleh persentase rata-rata sebesar 84,03% dan 82,47% dan tergolong kriteria sangat valid. Dikategorikan praktis berdasarkan persentase hasil respon peserta didik sebesar 91,67% dan aktivitas peserta didik sebesar 96,67% yang dikategorikan sangat praktis. Keefektifan ditinjau dari hasil persentase pergeseran konsep peserta didik dari miskonsepsi menjadi tahu konsep sebesar 82,59% yang dikategorikan sangat efektif.

Kata Kunci : Software, Conceptual Change Text, Miskonsepsi, Larutan Penyangga

The purpose of this study is to determine the feasibility of anti-miskim software with the conceptual change text strategy as a learning media to reduce misconceptions in buffer solution material. Feasibility of the software in terms of criteria validity, practicality, and effectiveness. This type of research applies Borg & Gall's research and development methods, but in this study only carried out until the fifth stage which includes (1)research and information collecting, (2)planning, (3) developing preliminary form of product, (4)preliminary field testing, & (5)playing product revision. This study was conducted on 12 students with the highest level of misconception in the buffer solution material in the class. The results showed that software is feasibly used to reduce students' misconceptions in the buffer solution. This is indicated by the results of content and construct validation got percentage 84.03% and 82.47% and classified as very valid criteria. Practically categorized based on the percentage of student response results of 91.67% and student activities of 96.67% which categorized as very practical. Effectiveness in terms of the percentage shifting from misconceptions to knowing concepts is 82.59% which is categorized as very effective.

Keywords: software, conceptual change text, misconception, buffer solution