<![CDATA[The problems experienced by junior high school students in solving story problems involving integer addition using number lines include difficulty understanding the meaning of negative signs, transforming problem information into mathematical models, performing calculations correctly, and writing complete final answers in contextThis study aims to analyze the errors made by seventh-grade students at SMPK St. Maria Assumpta Kupang in solving story problems on integer addition using number lines based on Newman's error analysis stages. This study is qualitative in nature and uses a descriptive method. The research subjects consisted of three seventh-grade students from class VII B who were selected using purposive sampling based on their mathematical ability in solving story problems. The research instruments were story problem tests, interview guidelines, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing, while data validity was obtained through triangulation techniques. The results showed that subjects with high ability (SKT) were able to read, understand, transform, and calculate correctly using number lines, but still made mistakes in the encoding stage because they did not write down the answer units. Subjects with moderate ability (SKS) made mistakes in reading negative symbols, misunderstood the meaning of the questions, incorrectly transformed information, and made mistakes in the calculation process, resulting in incorrect answers. Subjects with low ability (SKR) made the most errors, ranging from reading, understanding, transformation, processing, to writing the final answer, because they wrote down the results directly without following the correct procedure.]]>
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