<![CDATA[Purpose – This study aimed to analyze conceptual errors made by 11th grade high school students when solving mathematics problems related to sequences and series, as well as to identify the factors that cause these errors. Methodology – The method used is descriptive research with a qualitative approach. The subjects in this study consisted of 33 11th grade students at Pekanbaru State High School, who were selected using purposive sampling. Findings – Data were obtained through written tests and interviews, then analyzed using qualitative descriptive methods. The findings revealed that the most common type of error made by students was procedural errors, followed by errors in operations and conceptual errors. The main causes of these errors were a lack of basic understanding, inaccuracy in selecting and using formulas, and a lack of precision in calculating. Novelty – The novelty of this study lies in its comprehensive analysis of students’ errors—covering conceptual, procedural, and operational aspects of sequences and series—as well as the identification of their underlying causes through a combination of test data and interviews, thereby providing a more in-depth understanding.. Significance – This study is important in providing real insight into the difficulties students face in understanding sequences and series. The results of this study are expected to serve as a reference for teachers in designing better learning methods to improve students' conceptual understanding and learning outcomes.]]>
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