<![CDATA[The research from this research was to characterize pupil’s challenges with One-Variable Linear Equation (OVLE) problems using the Realistic Mathematics Education (RME) method with eighth-grade pupils at MTs Al-Islamiyah Kedungrejo. A qualitative descriptive research design was used in the investigation. study idea includes 3 pupils representing low, medium, and high levels of learning difficulties, selected from 17 students based on a written exam's findings. Tests, interviews, observations, and documentation were used to ensure the quality of information. Data reduction, data display, and conclusion drawing were all part of data analysis, and method triangulation was used to guarantee data quality. This results revealed three main categories of learning difficulties: conceptual, procedural/algorithmic, and application difficulties. Students in the low-difficulty category mainly experienced procedural and application difficulties, particularly in division operations and explaining solution steps. Students in the medium category encountered difficulties in constructing mathematical models, determining appropriate procedures, and applying transposition operations. Meanwhile, students in the high-difficulty category experienced difficulties across all indicators due to insufficient understanding of the fundamental concepts of OVLE. The results show this conceptual understanding plays a crucial role in influencing students’ procedural competence and their capacity to use the RME method to tackle contextual mathematics problems.]]>
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