<![CDATA[In solving problems regarding linear programs, errors are often found, especially in determining feasible areas and optimum solutions. This research aims to analyze student errors in solving linear program problems using the LKPD-based Newman’s Error Analysis approach in the context of optimizing pempek production. This research used a qualitative descriptive method with the research subjects of three class X high school students selected based on test results. The instruments used are LKPDs that have gone through an expert validation stage (expert review) and problem-solving tests. Data analysis is carried out through data reduction, data presentation, and drawing conclusions based on Newman’s five stages, namely reading, comprehension, transformation, process skills, and encoding. The research results show that the most dominant errors occurred at the encoding stage, while process skills errors were only found in one research subject. These findings show that students still have difficulty understanding the concept of feasible regions and determining optimum solutions to linear programming problems. This research contributes as a basis for developing contextual LKPD-based linear programming learning and as evaluation material for teachers to get students used to writing complete and precise mathematical conclusions in solving linear programming problems. This research is expected to be the basis for designing more effective learning to minimize student errors.]]>
