<![CDATA[This study aimed to analyze and describe students' epistemological obstacles based on the errors they made in solving mathematics problems on exponents and logarithms among tenth-grade students at MA Negeri 2 Mataram in the 2025/2026 academic year. This study employed a qualitative descriptive research method. Data were collected through a mathematics test, an epistemological obstacle questionnaire, and interviews. The research subjects were selected using purposive sampling. The participants consisted of 31 students from Class X-3 who completed a mathematics test consisting of three essay questions and an epistemological obstacle questionnaire comprising 26 statements. In addition, interviews were conducted with six selected students, representing two students from each error category (high, moderate, and low). The results showed that students in the high-error category experienced conceptual epistemological obstacles at 92.31% (high), procedural epistemological obstacles at 100% (high), and operational technique epistemological obstacles at 97.44% (high). Students in the medium-error category experienced conceptual epistemological obstacles at 60% (medium), procedural epistemological obstacles at 60% (medium), and operational technique epistemological obstacles at 47% (medium). Meanwhile, students in the low-error category experienced conceptual epistemological obstacles at 15.38% (low), procedural epistemological obstacles at 28% (low), and operational technique epistemological obstacles at 23.08% (low).]]>
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