<![CDATA[Mathematics education in the Elementary School Teacher Education (PGSD) program plays a crucial role in preparing prospective teachers to teach basic mathematical concepts, one of which is geometry, particularly the perimeter and area of plane figures. However, several studies have shown that the understanding of PGSD students regarding these concepts is still low, with many students relying on memorizing formulas without understanding their conceptual meanings. This study aims to analyze the types of errors made by PGSD students in solving perimeter and area problems and identify the underlying factors. The method used is a descriptive qualitative approach with data analysis using Newman Error Analysis (NEA). The subjects of the study were 27 third-semester PGSD students at the University of Gorontalo. Data were collected through diagnostic tests and semi-structured interviews. The results showed that the most dominant errors were transformation errors (59.3%) and process calculation errors (44.4%), followed by comprehension errors (22.2%) and encoding errors (18.5%). The main factors contributing to these errors include conceptual misconceptions, weak procedural skills, and a lack of visual and contextual learning experience. These findings suggest the need for a more contextual and manipulative-based teaching approach to enhance PGSD students' conceptual understanding.]]>
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