<![CDATA[The ability to comprehend pictogram material is a critical foundation for developing students’ data interpretation skills from early education; however, students’ mastery of this topic remains low and is rarely analyzed systematically. This study aims to analyze the profile of conceptual, procedural, and technical errors made by fourth-grade elementary students in solving pictogram problems, based on Kastolan’s theory. A descriptive qualitative approach was employed, involving 11 students from a public elementary school in Purworejo Regency who had participated in statistics lessons on pictograms as outlined in the Merdeka Curriculum. Data were collected through validated pictogram tests and in-depth interviews with students who made errors. Data analysis was conducted thematically by triangulating test results and interview data to identify error patterns and root causes. The findings indicate that students’ errors were dominated by technical errors (43%), followed by procedural (29%) and conceptual errors (28%). Technical errors mainly involved miscalculations and incorrect mathematical notation, conceptual errors pertained to misunderstanding icons as representations of data units, while procedural errors arose from unsystematic problem-solving steps and insufficient attention to task instructions. The main contributing factors were weak foundations in visual statistics concepts and limited practice in mathematical visual communication. This study highlights the urgency of strengthening instructional strategies that integrate conceptual, procedural, and technical aspects, as well as the need for diagnostic assessment and targeted remediation based on error type. These findings provide practical contributions for teachers and curriculum developers in building robust statistical literacy at the elementary level.]]>
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