Abstract:Kastolan's theory divides 3 types of errors, namely conceptual, computational, and procedural errors. This study aims to analyze students' errors in solving Cartesian coordinate problems according to Kastolan's theory based on mathematical abilities. The subjects were 9 students of class 8E in a school in Surabaya. The method is descriptive qualitative with a test instrument and interviews. The results showed that conceptual errors were the most common mistakes with 12 answers or 54.5%. The remaining 6 answers or 27.3% procedural errors and 4 answers or 18.2% calculation errors. The conceptual errors of subjects with high, medium, and low mathematical abilities are wrong in determining formulas, theorems, or definitions to answer a problem, errors in using formulas and theorems, or inappropriate definitions. In the calculation error, the subject made an error in calculating the value of arithmetic operation and the placement of the constants-variables. Whereas for procedural errors the subject did not work on the problem in systematic steps.Abstrak:Teori Kastolan membagi 3 jenis kesalahan yaitu kesalahan konseptual, hitung dan prosedural. Penelitian ini bertujuan menganalisis kesalahan siswa dalam menyelesaikan soal cerita koordinat Cartesius menurut teori Kastolan berdasarkan kemampuan matematika. Subjek penelitian ini adalah 9 orang siswa kelas 8E pada salah satu Sekolah di Surabaya. Metode yang digunakan adalah kualitatif deskriptif dengan instrumen tes dan wawancara. Hasil penelitian menunjukkan bahwa kesalahan konseptual merupakan kesalahan yang paling banyak dilakukan yaitu sebanyak 12 jawaban atau 54,5%. Sisanya 6 jawaban atau 27,3% kesalahan prosedur dan 4 jawaban atau 18,2% kesalahan hitung. Pada kesalahan konseptual subjek dengan berkemampuan matematika tinggi, sedang dan rendah, salah dalam menentukan rumus, teorema atau definisi. Untuk menjawab suatu masalah, kesalahan penggunaan rumus dan teorema atau definisi yang tidak sesuai. Pada kesalahan hitung subjek melakukan kesalahan dalam menghitung nilai suatu operasi hitung dan penempatan konstanta-variabel. Sedangkan untuk kesalahan prosedural subjek tidak mengerjakan soal dengan langkah-langkah yang sistematis.
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