<![CDATA[This study aims to analyze the types of errors made by students in solving problems involving Monotonic Sequences, using Kastolan’s error theory as the analytical framework. A qualitative descriptive approach was adopted, involving three students from a Mathematics Education Study Program as research participants. Data were collected through problem-solving tasks distributed via Google Forms and analyzed based on Kastolan’s error categories. The data analysis process consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that procedural errors were the most dominant, occurring in 66% of the responses and classified as very high. Conceptual errors followed with a percentage of 33%, categorized as moderately high. Technical errors appeared least frequently, with a percentage of 11%, and were categorized as low. These results indicate that students face difficulties in following systematic steps during problem-solving. Therefore, educators are encouraged to reinforce students’ procedural skills by implementing learning strategies that are more structured, focused, and effective.]]>
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