Rikardus Herak, Susriyati Mahanal, Siti Zubaidah, Vivi Novianti
Introduction: misconceptions in biology education hinder students’ understanding and application of scientific concepts. This study systematically reviews existing literature to examine the nature of misconceptions in biology, their types, and their impact on learning. Method: a systematic literature review was conducted using the Scopus database. From an initial pool of 5823 articles, 30 original studies were selected according to PRISMA inclusion and exclusion criteria. Results: the review uncovered multiple definitions of “misconception” in biology, all emphasizing incomplete or incorrect conceptual frameworks. Misconceptions ranged across genetics, ecology, and physiology, among other domains. Evidence shows these misconceptions create confusion, impede deep conceptual understanding, and lead to persistent errors when students attempt to apply biological knowledge in novel contexts. Conclusions: a comprehensive understanding of biologyrelated misconceptions is essential for designing targeted instructional strategies. By identifying and addressing these misconceptions, educators can foster clearer conceptual frameworks, enhance critical thinking, and promote deeper, more sustainable learning in biology. The findings underscore the importance of integrating corrective feedback and activelearning approaches to reduce conceptual errors and improve overall student outcomes in biology education. © 2025; Los autores.
Department of Biology Education, Faculty of Teacher Training Education, Universitas Katolik Widya Mandira, Kupang, Indonesia; Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia
