<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita bangun datar pada materi keliling dan luas pada persegi dan persegi panjang berdasarkan prosedur Newman. Penelitian ini merupakan penelitian kualitatif deskriptif yang dilakukan di SDN 1 Kwarasan pada tahun pelajaran 2025/2026. Teknik pengumpulan data yaitu tes, wawancara, dan dokumentasi. Berdasarkan hasil analisis diperoleh: (1) Siswa kategori rendah mengalami domino effect (efek domino) kesalahan. Kegagalan di tahap awal (membaca terburu-buru dan salah paham konsep keliling-luas) membuat mereka tidak memiliki dasar apa pun untuk melakukan proses hitung, sehingga berakhir tanpa kesimpulan. (2) Siswa kategori sedang memiliki kemampuan logika dan penalaran konsep yang baik serta mampu mencari solusi alternatif (trial-error). Namun, hambatan utama mereka murni berada pada keterampilan teknis kalkulasi (lemah di pembagian dan perkalian nol/ribuan), sehingga kesimpulan akhir yang mereka tulis menjadi tidak akurat. (3) Siswa kategori tinggi menguasai seluruh aspek matematika secara seimbang, mulai dari literasi membaca soal cerita, visualisasi geometris, penalaran hubungan antar-rumus, hingga akurasi eksekusi hitung, yang menghasilkan kesimpulan akhir yang sempurna. The purpose of this study is to describe the errors made by students in solving word problems involving two-dimensional shapes, specifically regarding the perimeter and area of squares and rectangles, based on Newman’s procedure. This study is descriptive qualitative research conducted at SDN 1 Kwarasan during the 2025/2026 school year. Data collection techniques included tests, interviews, and documentation. Based on the analysis, the following findings were obtained: (1) Students in the low category experienced a “domino effect” of errors. Failures in the early stages—such as reading too quickly and misunderstanding the concepts of perimeter and area—left them without any foundation for performing calculations, resulting in their inability to reach a conclusion. (2) Students in the Intermediate Category possess good logical and conceptual reasoning skills and can find alternative solutions (trial and error). However, their main obstacle lies purely in technical calculation skills (weaknesses in division and multiplication involving zeros or thousands), resulting in inaccurate final conclusions. (3) High-level students have a well-balanced mastery of all aspects of mathematics, ranging from the ability to read word problems, geometric visualization, reasoning about relationships between formulas, to the accuracy of their calculations, resulting in a perfect conclusion.]]>
