Misconceptions can lead to the problems of students' understanding, if it is not resolved immediately. Through this research, the potency of misconceptions has been investigated on analytical chemistry subject, especially on titration concepts. Descriptive method was used in this study, involving 66 students who were taking Analytical Chemistry course. The seven items of multiple choice tests with reasons were used as an instrument and the result was then analyzed on using modified Certainty of Response Index technique. The results show that 51.6% of students understand the concepts of titration well; 13.3% of students do not understand the concept, and 35.1% of students have misconceptions. The misconceptions mainly occurred in macroscopic and symbolic level of representation on choosing measuring equipment for titration, using titration equipment, and calculating titration.