<![CDATA[This study aimed to analyze fourth-grade students’ errors in solving mixed arithmetic operation problems based on the stages of Newman Error Analysis (NEA) and to identify ways of addressing them at SD Negeri 3 Anjani. A descriptive qualitative case study was conducted in April-May 2026 involving 22 fourth-grade students, five of whom were examined in depth, and the classroom teacher. Data were collected through an NEA-based diagnostic test, semi-structured interview, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was ensured through source and technique triangulation, member checking, and audit trail. The results show that errors occured at all NEA stages, with the highest proportions in process skills (66.3%) and encoding (66.3%), followed by comprehension (44.6%), transformation (40%), and reading (5.4%). The errors were chained, in which misunderstanding at early stages propagated to later stages. They were caused by weak procedural and conceptual understanding, inappropriate schemas, misconceptions, low critical thinking, and carelesness. Only nine of 22 students reached the minimum mastery criterion. NEA-based remedial teaching combined with contextual learning and scaffolding is recommended.]]>
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