Analyzing Pre-Service Chemistry Teachers’ Understanding and Misconceptions of Reaction Rates Using a Four-Tier Diagnostic Instrument

This study aims to analyze the understanding and misconceptions of prospective chemistry teacher students regarding the concept of reaction rate using the four-tier diagnostic instrument FTDICK (Four-Tier Diagnostic Instrument for Chemical Kinetics). The study was conducted descriptively quantitatively involving 115 students from four academic levels at a university in Palembang. Data were obtained through the FTDICK diagnostic test which has been validated and translated into Indonesian. This instrument measures conceptual understanding, reasons for answers, and the level of confidence in the answers and reasons. The results of the analysis showed that only 6–7% of respondents answered correctly consistently in three main conceptual categories: reaction order, rate law, and factors that affect reaction rate. The level of understanding of Tier 1 (conceptual answers) was high, but the reasons (Tier 3) tended to be low, indicating deep-rooted misconceptions. Common misconceptions include the assumption that reaction order is determined by stoichiometric coefficients, that increasing temperature increases activation energy, and ignorance of catalyst mechanisms. Although final year students showed increased understanding, misconceptions were still found at all levels. These findings indicate the need for cognitive conflict-based learning strategies, the use of simulations, and contextual approaches in chemistry teacher education. This study recommends strengthening diagnostic instruments and learning interventions to prevent the spread of scientific misconceptions to school students by future chemistry teachers.