<![CDATA[Abstrak Kesulitan siswa dalam menyelesaikan tugas matematika terkait PISA penting dikaji karena tugas tersebut menuntut pemahaman konteks, matematisasi, interpretasi representasi, dan komunikasi solusi. Systematic literature review ini menggunakan kerangka PRISMA untuk mensintesis studi empiris tentang kesulitan siswa dan pola kesalahan pada tugas matematika terkait PISA. Publikasi dari Scopus dan Google Scholar pada rentang 2020 hingga Maret 2026 disaring, dan 22 studi memenuhi kriteria kelayakan. Hasil menunjukkan lima kesulitan berulang: menafsirkan konteks, mematematisasi situasi, mengintegrasikan representasi, memilih prosedur, dan menafsirkan hasil. Newman’s Error Analysis merupakan kerangka yang paling sering digunakan untuk mengklasifikasikan kesalahan membaca, memahami, transformasi, keterampilan proses, dan encoding. Kesalahan lain berkaitan dengan penggunaan representasi dan kesulitan berbasis domain, terutama space and shape, uncertainty and data, serta change and relationships. Kesalahan tersebut saling terkait, sehingga tugas terkait PISA berpotensi mendukung asesmen diagnostik dan pembelajaran matematika. Abstract Students’ difficulties in solving PISA-related mathematics tasks are important because these tasks require contextual understanding, mathematization, representation interpretation, and solution communication. This systematic literature review applied the PRISMA framework to synthesize empirical studies on students’ difficulties and error patterns in PISA-related mathematics tasks. Publications from Scopus and Google Scholar between 2020 and March 2026 were screened, and 22 studies met the eligibility criteria. The results indicate five recurrent difficulties: interpreting contexts, mathematizing situations, integrating representations, selecting procedures, and interpreting results. Newman’s Error Analysis was the most frequently used framework, classifying errors into reading, comprehension, transformation, process-skill, and encoding errors. Other errors involved representation use and domain-specific difficulties, especially in space and shape, uncertainty and data, and change and relationships. These errors were often interconnected, suggesting that PISA-related tasks can support diagnostic assessment and inform mathematics instruction.]]>
