Indonesia's participation in the Trends in International Mathematics and Science Study (TIMSS) study and the Program for International Student Assessment (PISA) is one of the foundations in curriculum development in Indonesia. Judging from the results of the PISA study, the achievements that is obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory. It can be seen from the results of student mathematics literacy PISA in 2015 in position 63 of 70 countries with a value of 386. The low achievement is inseparable from the learning process in schools, one of which students are not accustomed to solving questions with characteristics such as the PISA context. In addition, the way students absorb the information also determine how learning achievements will be obtained by students. The way students learn is often referred to as a learning style. This indicates that the mathematics literacy of junior high school students in Indonesia is so weak that they still have difficulty in solving PISA questions. As a result, many mistakes were made by junior high school students when faced with PISA questions.

The purpose of this study was to describe the errors of students with visual, auditory, and kinesthetic learning styles in solving space and shape content PISA questions. Students' errors were analyzed from the adaptation of Newman's error analysis model (1977), namely comprehension, transformation, proccess skills, and encoding.

This type of research is qualitative descriptive. The researcher gave a learning style test to 30 students of class VIII-B of UNESA Labschool Middle School to find out the types of learning styles possessed by each student. Then students are given a math ability test (TKM) and a PISA (TSP) based question test. From the results of these tests by looking at the number of errors in completing the TSP that have been given in accordance with predetermined indicators and variations in the part of the error in the answers taken 3 research subjects (each learning style was taken 1 research subject).

Students with visual learning styles tend to make mistakes in the transformation step. Whereas students with auditory learning styles tend to make mistakes in understanding and transformation steps, and students with kinesthetic learning styles make mistakes in the steps of understanding, transformation, and process skills. This shows that students who have kinesthetic learning styles do not have a tendency in one type of error.

Keywords: Error Analysis, PISA Problem, Learning Style