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Misconceptions on biology teachers can occur if the concepts possessed are not in accordance with scientific concepts. Teachers who misconceptions cause low quality of learning, so the learning objectives are not achieved. Misconceptions on teachers also trigger misconceptions on students. This study aims to identify misconceptions about Biodiversity and Protist material in MGMP (teachers community) Biology Malang teachers. This type of research is descriptive qualitative. The object of the study was the teacher who joined the Malang Biology MGMP team. The instrument used for data retrieval is a three tier diagnostic instrument developed with steps in Treagust. Three-tier diagnostic test in the form of questions on the material Biodiversity and Protist which amounted to 30 questions. The results showed an average of false positive misconceptions of 17.02% and an average of false negative misconceptions of 37.31% in Biodiversity material while the average of false positive misconceptions of 21.15% and an average of false negative misconceptions of 20.30% in Protista material. These misconceptions are in the category moderate in biodiversity and low in protist. Misconceptions on teachers caused by misinterpreting concepts.

Biology teachers’ misconception of MGMP Malang are moderate in biodiversity and low in protist