This study aims to analyze students’ problem-solving errors during group discussions using Newman’s Error Analysis (NEA), while also exploring how social interaction influences error formation. This research addresses a gap in previous studies that predominantly focus on individual error analysis, with limited attention to collaborative learning contexts. A qualitative descriptive approach was employed involving 29 fifth-grade students at SDN Arjowinangun 1, Malang, Indonesia. Data were collected through classroom observations, written tasks, and semi-structured interviews, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation and member checking. The findings reveal that students’ errors occurred across all stages of Newman’s framework, with the highest frequency at the comprehension and transformation stages. In addition to conceptual and procedural errors, communication errors emerged prominently during group discussions. Qualitative evidence indicates that group dynamics—such as dominance, passivity, and unequal participation—significantly influence how errors are constructed and maintained. This study contributes by integrating cognitive error analysis with social interaction perspectives, highlighting that students’ errors are not solely individual cognitive issues but are also shaped by collaborative learning processes. The findings suggest that structured and well-facilitated group discussions can reduce errors and improve students’ conceptual understanding.
Diana et al. (Sun,) studied this question.