The purpose of this study was to determine (1) differences in student misconceptions before and after the application of the conceptual change learning model, (2) the level of student misconception before and after the application of the conceptual change learning model, (3) describe student misconceptions in mathematical induction material. This study uses a mixed method approach with a type of quantitative-qualitative research. The research design of One Group Pretest Posttest Design. Sampling uses purposive sampling technique selected TMA unit A students in semester 5. The technique of collecting data uses the question sheet pretest-postest and observation sheet. Data analysis techniques use Certain Of Resonse Index (CRI), Wilcoxon test, and the formula for reducing the level of misconceptions with the Hattie barometer. Based on the Wilcoxon test obtained sig. = 0.00 < real level = 0.05, it can be concluded that there is a significant difference between student misconceptions before and after the application of the conceptual change learning model. shift in the level of reduction in misconceptions in mathematical induction material in a series of 0.65, in the division of 0.35, and in the inequality of 0.26. Based on the research and discussion it can be concluded that the conceptual change approach effectively reduces student misconceptions in mathematical inductionmaterial.