<![CDATA[This qualitative study identifies eighth-grade students’ errors in answering HOTS MIPA questions in the End-of-Year Summative Examination and explores their underlying factors. Twelve students were purposively selected from 148 students at SMP Negeri 4 Jerowaru in the 2025–2026 academic year. Using a descriptive qualitative approach, data were collected through answer-sheet analysis, diagnostic tests, task-based interviews, and classroom observations. Errors were classified based on Kastolan’s framework into conceptual, procedural, technical, and combined errors. The findings revealed that conceptual and combined errors each accounted for 41.7%, while procedural and technical errors each represented 8.3%. These results highlight the need for HOTS assessment to diagnose students’ reasoning processes rather than merely evaluate final answers. Error analysis can support teachers in designing contextual, reflective, and reasoning-oriented learning.]]>
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