<![CDATA[Misconceptions and learning difficulties in solving statistical problems can hinder the achievement of students' mathematics learning objectives at school. This study investigates students' levels of material mastery, types of errors, and forms of misconceptions using the Bis-VOLKS Theory, which encompasses the Visual, Operational, Literational, Correlational, and Spatial aspects. Employing a qualitative descriptive approach, this study involved 36 eleventh-grade students of SMA Negeri 5 Pontianak as the primary subjects. Data collection techniques applied a written essay test instrument based on Bis-VOLKS indicators, along with direct confirmation interviews to thoroughly explore the subjects' thought patterns. The research findings reveal that the highest level of mastery was achieved in the literational aspect at 97%, as students were able to read the presented data, although they still encountered obstacles during the operational stage. Conversely, the most dominant type of error experienced by students was spatial error at 92%, resulting from the inability to visualize three-dimensional spatial objects, followed by operational error at 83%, which was triggered by mathematical calculation inaccuracies and a heavy reliance on computational aids. Based on the interview results, internal factors causing misconceptions included lack of thoroughness and low comprehension of fundamental concepts, whereas external factors originated from classroom learning conditions and variations. The conclusion of this study indicates that spatial and operational weaknesses serve as the primary roots of students' statistical misconceptions, highlighting the necessity for innovative learning strategies and the provision of varied instructional media by teachers.]]>
