Learning difficulties in mathematics can be a significant obstacle in a student's academic
achievement and can affect their self-confidence in terms of their mathematical abilities.
This phenomenon requires a deep understanding of the cognitive processes involved in
mathematics learning. By understanding the cognitive aspects underlying mathematics
learning difficulties, we can identify effective intervention strategies to help students
overcome their difficulties. This research aims to explore the analysis of students'
mathematics learning difficulties by considering aspects of the cognitive processes
involved. The cognitive process here refers to the assessment preparation guide which
consists of connecting with previous knowledge, making connections in the text, making
inferences, vocabulary, summarizing the text, mathematical thinking, multimodal literacy,
and metacognition. This type of research is descriptive qualitative research. Namely
research that is described through writing and words. The data collection technique in this
research was a diagnostic test on Opportunity material in class XII MIPA 2, totaling 34
students. Based on research results, most students still do not have sufficient ability to use
previous knowledge in understanding a text. Strengthening material concepts and skills is
highly prioritized in learning, especially in linking the relationship between existing
knowledge and text content, and strategies are needed to apply this knowledge.
Keywords: Learning Difficulties, Cognitive Processes