Misconceptions can be caused due to a person's low understanding of a concept, as a result it will influence a person in understanding and connecting between existing knowledge principles. Several studies were conducted to find out what strategies can be used to reduce student misconceptions, especially in chemistry lessons. The purpose of this study is to describe the concept profile of students after using the POGIL learning model to reduce student misconceptions. The subjects in this study were students of class XI.1 Science who had received chemistry learning about chemical equilibrium. The data collection instruments used included observation sheets of learning activities and tests of understanding the concept of multiple choice reasoned and accompanied by the level of confidence of students (three tier). Data analysis was carried out descriptively with a three tier diagnostic test. The results of the analysis of the student's misconception profile that have been obtained are then mapped individually and personally. The results showed that the profile of students 'conception after learning using the POGIL learning model, most of the students' conceptions experienced positive changes with the translation of students with initial misconceptions, not knowing the concept changed to knowing the concept, and students who remained on the profile knew the concept but still there are students who are still in the misconception profile. Through the results of this study, it is hoped that it will be useful for education practitioners in choosing alternative learning strategies in delivering chemical equilibrium subject matter and as a reference for overcoming students who are still experiencing misconceptions.

Keywords : Profile, Conceptual Understanding, Misconceptions, Chemical Equilibrium