<![CDATA[Jenis penelitian yang digunakan adalah kualitatif-deskriptif. Penelitian ini dilakukan pada 3 sekolah dengan siswa yang berjumlah 112 orang. Pemilihan subjek dilakukan dengan teknik purposive sampling dengan kriteria, yaitu siswa yang memiliki kesalahan dalam menyelesaikan masalah matematika. Data penelitian terdiri atas jawaban, rekaman hasil wawancara semi terstruktur dan hasil think aloud siswa. Melalui tiga data tersebut, kategori kesalahan penyelesaikan masalah matematika akan dilihat berdasarkan teori Newman (1997) dan indikator tahapan berpikir siswa terhadap penyelesaian masalah matematika yang dikemukakan oleh Bloom (1956). Analisis data dilakukan melalui tahap mereduksi data, menyajikan data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa struktur berpikir siswa yang mengalami kesalahan membaca, pada tahap mengingat mampu menguraikan informasi yang diketahui, namun siswa mengalami kesulitan dalam mengenali gambar. Sehingga struktur berpikir yang dimiliki belum mampu memenuhi tahap mengingat secara lengkap. Selanjutnya struktur berpikir siswa yang mengalami kesalahan memahami, hanya mampu memenuhi tahapan mengingat, namun pada tahap menafsirkan siswa belum dapat secara sempurna. This type of research is qualitative-descriptive. This research was conducted in three schools with 112 students. Subject selection was carried out using the purposive sampling technique with criteria, namely students who had errors in solving math problems. The research data consisted of answers, recordings of semi-structured interview results, and students' think-aloud results. Through these three pieces of data, categories of errors in solving math problems will be seen based on Newman's theory (1997) and indicators of students' thinking stages towards solving math problems proposed by Bloom (1956). Data analysis was carried out through the stages of reducing data, presenting data, and drawing conclusions. The findings revealed that students with reading errors had a thinking structure capable of deciphering known information during the remembering stage, but they had difficulty recognizing images. so that the structure of thinking that is owned has not been able to fulfill the complete recall stage. Furthermore, the thinking structure of students who have misunderstood is only able to fulfill the stages of remembering, but at the interpreting stage, students cannot do it perfectly.]]>
