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Misconceptions are concepts that are not relevant to scientific understanding accepted by experts in the field concerned and can cause difficulties in understanding material. The aim of this research is to examine the results of misconception analysis in working on arithmetic series operations at PGMI 3 UIN North Sumatra. This research uses survey and test methods to identify misconceptions that generally arise when PGMI-3 students work on arithmetic series operations. The research results show that there are several misconceptions involving understanding the general formula for arithmetic series, calculating the nth term, and adding terms in a series. Most of these misconceptions are related to inaccurate understanding and lack of focus on the basic concepts of arithmetic series. The type of error that many students make is an error in determining a formula with an error percentage of 20.49% and the error being made is an error in the final result determined, with an error percentage of 17.93%. Of the 39 students, there were 24 students who answered the questions correctly and well and there were 15 students who made different mistakes.

Mathematics is a field of study that has an important role in education. Geometry is one of the mathematics materials taught in primary and secondary schools. However, students in PGMI 3 class still experience many misconceptions in understanding plane material by applying polya theory. The aim of this research is to identify and analyze common misconceptions related to plane material by applying polya theory. This research uses a qualitative method with a descriptive approach. The subjects of this research were 18 out of 39 PGMI 3 UIN North Sumatra students. The results of the research show that there are several misconceptions that occur which involve basic understanding of plane material, steps in solving problems with plane material, misunderstandings about what polya theory is like and making mistakes by not putting symbols in solving problems. This research aims to provide important insights into curriculum development and a more effective teaching approach in working on plane material by applying polya theory. With a more effective understanding of the misconceptions that arise in plane shape material by applying polya theory, appropriate action can be taken to overcome this problem and can help PGMI 3 students at UIN North Sumatra to develop an understanding of plane shape material by applying polya theory better.