Analyzing Students’ Errors and Epistemological Obstacles in Sequences and Series
Abstrak
This study investigates students’ errors in solving sequence and series problems using Newman
Error Analysis (NEA) and examines the underlying epistemological obstacles. A descriptive
qualitative design was applied to 32 eleventh-grade students, with data collected through problem
solving tests and semi-structured interviews. The results show that transformation errors were the
most frequent (34.4%), followed by process skill errors (25.0%), comprehension errors (21.9%),
reading errors (12.5%), and encoding errors (6.2%). These findings indicate that students face
significant challenges in translating contextual problems into mathematical models and executing
accurate procedures. Furthermore, three types of epistemological obstacles were identified:
generalization, conceptual, and intuitive obstacles. This study contributes by integrating error
analysis with epistemological perspectives, providing deeper insights into students’ cognitive
processes. The findings offer practical implications for designing instruction that emphasizes
conceptual understanding and mathematical modeling
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