<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan dan faktor penyebab siswa melakukan kesalahan dalam menyelesaikan soal Compare and Exchange pada buku Mathematics in Context (MiC) menggunakan kerangka Analisis Kesalahan Newman. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek 17 siswa kelas VI. Data diperoleh melalui hasil jawaban siswa pada soal Compare and Exchange yang diadaptasi dari MiC dan wawancara pada 3 subjek yang dipilih berdasarkan variasi kesalahannya. Hasil penelitian menunjukkan bahwa kesalahan yang paling dominan adalah kesalahan transformasi, dengan persentase mencapai 87,5% hingga 93,75% pada soal nomor 2 hingga 4. Kesalahan memahami masalah meningkat seiring dengan kompleksitas soal, terutama pada soal yang melibatkan lebih dari satu informasi dan hubungan tidak langsung. Selain itu, kesalahan keterampilan proses dan kesalahan penulisan jawaban juga ditemukan secara signifikan, meskipun beberapa siswa mampu memberikan jawaban akhir yang benar. Hasil wawancara mengungkap bahwa siswa cenderung mengandalkan intuisi, pengalaman sebelumnya, dan representasi visual tanpa menuliskan proses berpikir matematis secara eksplisit. Temuan ini menyimpulkan bahwa jawaban benar tidak selalu mencerminkan proses berpikir matematis yang benar dan lengkap. Oleh karena itu, pembelajaran matematika perlu menekankan pemahaman masalah, pemodelan matematika, dan komunikasi matematis agar siswa mampu menyelesaikan soal kontekstual secara sistematis dan bermakna. Kata kunci: Jenis Kesalahan, Soal Compare and Exchange, Book of Mathematics In Context Abstract: This study aims to describe the types of errors and the factors contributing to students’ errors in solving Compare and Exchange problems from the Mathematics in Context (MiC) textbook using the Newman Error Analysis framework. The study employed a qualitative descriptive approach involving 17 sixth-grade students as research participants. Data were collected from students’ written responses to Compare and Exchange problems adapted from MiC and from interviews with three selected students based on variations in the types of errors identified. The results indicate that transformation errors were the most dominant type, with percentages ranging from 87.5% to 93.75% on items 2 through 4. Errors in understanding the problem increased with the level of task complexity, particularly in problems involving multiple pieces of information and indirect relationships. In addition, process skill errors and answer presentation errors were also found to be significant, although some students were able to produce correct final answers. Interview findings reveal that students tended to rely on intuition, prior experience, and visual representations without explicitly articulating their mathematical reasoning processes. These findings suggest that correct answers do not necessarily reflect correct and complete mathematical thinking processes. Therefore, mathematics instruction should place greater emphasis on problem comprehension, mathematical modeling, and mathematical communication to enable students to solve contextual problems systematically and meaningfully.. Keywords: Types of Errors, Test of Compare and exchange, Book of Mathematics in Context]]>
