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The objectives of this study are to: (1) know the percentage of students’ misconception on materials and their properties in terms of the use of learning objectives at junior high school, (2) know the flaws of learning objectives that lead to students’ misconception and (3) be the supportive material from learning objectives. This study was carried out using descriptive-quantitative research method. The technique of collecting data was done by interview. The conclusions of this study were: (1) percentage of student’ level of understanding of classification of material and their properties was 38.43% for distinguishing elements, compounds, and mixtures indicator; 52.31% for distinguishing homogeneous and heterogeneous mixtures indicator and 48.71% for distinguishing physical or chemical changes indicator, (2) the components in the book were not complete because there was no indicator of competency achievement and (3) there is a conceptual error in writing hydrogen elements as a semilogical element, some confusing sentences lead to different interpretations and less depth in material presentation of learning objectives lead to students’ misconception as students’ concepts different from experts from material and language content.

Analysis of Students’ Misconception Based on the Use of Learning Objectives in Classification of Materials and Their Properties