It is an important and challenging issue to overcome the problem within the student learning in programming. From the observations, there are many programming misconceptions occur when the student writing their programs. Several bugs such as missing token or misuse token frequently occur. We want to find out whether the student incautious or they have misconception about the programming concepts, or whether there are some prerequisite concepts they didn?t learn properly. We, then, propose the idea to find out what reason does behind this fact. We propose an Ontology-Based Programming Misconception Analyzing Scheme (OBPMAS) which has the following three phases to reach our goal: (1) Phase 1: Frame-Based Program Concept Hierarchy Construction, (2) Phase 2: Debugging Test Item Generation and (3) Phase 3: Misconception Analyzer. After Program Statement Ontology has been constructed, we model the concept with each frame above in Frame-Based Program Concept Hierarchy Construction phase. We construct the Buggy Pattern Ontology (BPO) containing about many error types, where is also use frame to describe in detail about BPO. We analyze the answer sheet by using association rule mining to construct the concept map. From that answer sheet, we can predict what misconceptions the student may have. Then we can obtain the feedback as the strategy for the teacher to improve student learning in programming course. Experiments we did involved about fifty persons (i.e., the student). The result show us the research we did that help improve learning effects and learning strategy.
