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Abstract
Science learning at the elementary school level is more focused on planting basic concepts, one of which is force material. The planting of concepts will affect the understanding of other concepts in the future. Misconceptions occur because the cultivation of concepts is not in line with the ideas that have been agreed upon by experts. This study aims to assist teachers in analyzing students' misconceptions about force material, analyzing the factors that cause misconceptions, and providing recommendations to overcome these misconceptions. This research method uses a quantitative descriptive method, using a three tier diagnostic written test sheet as a data collection tool. The three tier diagnostic test used amounted to 10 items and each question consisted of 3 levels of questions. Based on the analysis of misconceptions in this force material, it was found that the highest misconception experienced by students was in the concept of gravitational force affecting the speed of falling objects at 85.19%, while the lowest misconception was in the concept of the effect of gravitational force on the direction and motion of an object at 4.44%. Misconceptions occur due to several factors, one of which is the delivery of teaching materials by the teacher. The information generated from this research can guide teachers in increasing knowledge about the correct concept of force. This research also allows teachers to design appropriate learning strategies to overcome students' misconceptions, especially in the classroom.