Understanding is the connection of concepts that forms a general idea. Educational institutions focus on the understanding of the subject which is the main goal of instruction, thus brought to the aim of this study-to analyze student understanding through examining their self-made questions. The study revolves in an assumption that understanding could be represented on how students make their own questions. To satisfy the purpose of this study, by examining self-made questions, the researchers

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... ought to find out how students understand the concepts of linear equations, and the common misconceptions of students in linear equations. Qualitative content analysis is used to 20 self-made questions to identify the types of understanding and kinds of misunderstanding students showed in their questions. Results showed that three types of understanding were evident in students' self-made questions namely translate, extend, and judge. Students did not show idea type of understanding in their self-made questions. Consequently, six misconceptions were shown in students' self-made questions: choices present unnecessary details, choices present vague responses, choices do not answer the question, problem given does not present a question, questions present incomplete given, and intercepts are not coordinates. Analysis of the self-made questions reached to following conclusions that students have various forms of understanding and misconceptions are more on the recognition of the main idea.