The topic of curved surface solids, especially the surface area of a
sphere, is essential for solving contextual mathematical problems.
However, limited research has examined students’ difficulties in
this area, particularly using Newman's Error Analysis (NEA). This
qualitative study aims to identify and analyze students’ errors in
solving surface area problems of spheres through NEA. Five 9thgrade students from a public junior high school in Cirebon were
selected via purposive sampling. Data were collected through tests
and interviews, then analyzed descriptively based on Newman's
stages. Triangulation and member checking ensured data validity.
Results show that the most frequent errors occurred in the final
answer stage, where students failed to reach the correct solution.
Errors in process skills were also significant—students could
choose the correct formula but struggled with calculations. These
findings suggest a need for improved instructional strategies that
emphasize conceptual understanding and process fluency.
Interactive teaching, visual aids, and targeted practice can help
students better comprehend spherical geometry. The study
underscores the importance of addressing specific learning
obstacles to enhance students’ mathematical problem-solving
skills.
Keywords: Error Analysis; Newman’s Error; Surface Area;
Spheres.