<![CDATA[This study was motivated by the persistent occurrence of errors among students when solving division problems involving whole numbers up to 100, both computational and word problems. These errors need to be analyzed to identify the types of errors made by students and the factors contributing to them. This study aimed to describe the types of errors made by fourth-grade students when solving division problems involving whole numbers up to 100 and to identify the factors underlying these errors. The study employed a qualitative approach with a descriptive research design. The participants were 124 fourth-grade students from seven elementary schools in Cadika Village. The research instruments consisted of a written test and an interview guide. Data were collected through tests and interviews. Data analysis involved data reduction, data presentation, and drawing conclusions. The findings identified four categories of errors: understanding the problem, selecting the appropriate arithmetic operation, performing calculations, and presenting the final answer. Errors in presenting the final answer occurred most frequently, followed by calculation errors, operation-selection errors, and problem-understanding errors. The factors contributing to these errors included internal factors, namely difficulties memorizing multiplication facts, lack of self-confidence, low interest in mathematics, and lack of accuracy, as well as external factors, including insufficient parental assistance, limited practice at home, teacher-centered learning, and limited use of learning media. In conclusion, students still experience various errors when solving division problems involving whole numbers up to 100. Therefore, strengthening conceptual understanding, providing continuous practice, and developing habits of solving problems carefully are necessary.]]>
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