Many students still possessed misconceptions and not yet know the relation between each quadrilateral, no exception blind students that have abnormal physiological structures. Lack of student' ability in relational thinking makes it difficult to construct analytic definitions that contain the closest type (genus proximum) and special differentiator (differentia specifica) on the objects. The aim of this study is to investigate the misconceptions of blind students in constructing the analytic definition of a quadrilateral using geometry's puzzles. Misconception investigations focus on misconceptions of students' concept or differences of student' scientific understanding with the expert conceptions, especially misconception in constructing analytic definitions. This research is an exploratory study with a qualitative approach and the subjects of this study are one seventh grade student who experienced totally blind and one student who low vision from MTs Yaketunis Yogyakarta. Data collection through task-based interviews and observations. Before being analyzed, the obtained data then transcribed, classified, reduced and validated using the time triangulation method. Based on the results of data analysis, it is known that both of blind students have misconceptions namely classificational, relational and theoretical misconceptions with the level of misconception in low vision student lower than totally blind.
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