Abstract
This study aims to find out the errors of students with concrete sequential thinking in solving the problem of Elimination-Substitution. Error analysis is revealed based on Newmann’s theory. The research method used is a qualitative approach. The subjects of the study consisted of 2 students with concrete sequential thinking skills selected from 32 students of eight grade of SMPN 1 Sawahan. Data collection is obtained through structured interviews. Data analysis techniques consist of three lines, namely data reduction, data presentation, and conclusion drawing. The data validity technique using time triangulation. The results showed that students who had concrete sequential thinking styles in solving Elimination-Substitution problems tended to experience Process Skill and Encoding type errors.
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