<![CDATA[This study aims to analyze students’ errors in solving correlation analysis problems in terms of conceptual and procedural mistakes. The background arises from the fact that many students struggle to understand statistics, especially correlation analysis, which often leads to errors in applying formulas, performing calculations, and interpreting results. This research employed a quantitative descriptive approach involving 36 eleventh-grade students of SMA Negeri 3 Sidoarjo. The instrument was a written test consisting of four essay questions on Pearson correlation and coefficient of determination. Error analysis was based on Watson’s criteria, including data usage, procedure, and conclusion errors. The findings revealed that 50% of students made mistakes in calculating the Pearson correlation coefficient (r), 11% did not answer, and only 39% answered correctly. Common mistakes included substitution errors, miscalculations of SSxy, SSxx, and SSyy, and misinterpretation of the coefficient of determination (r²). The study concludes that students’ errors cover both conceptual and procedural aspects, suggesting that teachers should emphasize conceptual understanding, gradual practice, and contextual data in teaching correlation analysis. ABSTRAKPenelitian ini bertujuan untuk menganalisis kesalahan siswa dalam menyelesaikan soal analisis korelasi ditinjau dari kesalahan konsep dan proses. Latar belakang penelitian ini berangkat dari kenyataan bahwa banyak siswa masih kesulitan memahami materi statistika, khususnya analisis korelasi, sehingga rentan melakukan kesalahan baik pada penggunaan rumus, perhitungan, maupun interpretasi hasil. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan subjek 36 siswa kelas XI SMA Negeri 3 Sidoarjo. Instrumen penelitian berupa tes uraian empat soal mengenai korelasi Pearson dan koefisien determinasi. Analisis kesalahan dilakukan berdasarkan kriteria Watson yang mencakup kesalahan data, prosedur, hingga kesimpulan. Hasil penelitian menunjukkan bahwa 50% siswa mengalami kesalahan dalam menghitung koefisien korelasi Pearson (r), 11% tidak menjawab, dan hanya 39% yang benar. Kesalahan umum meliputi kesalahan substitusi, perhitungan SSxy, SSxx, dan SSyy, serta kesalahan dalam menginterpretasi nilai koefisien determinasi (r²). Kesimpulan penelitian ini menegaskan bahwa kesalahan siswa mencakup aspek konsep dan proses, sehingga guru perlu memberikan pembelajaran berbasis pemahaman konsep, latihan bertahap, dan penggunaan data kontekstual.]]>
