<![CDATA[Junior high school students consistently exhibit systematic errors when solving similarity word problems. However, the cognitive mechanisms underlying these errors remain underexplored across linguistic, conceptual, and procedural dimensions. This study explores cognitive interference experienced by eighth-grade students solving similarity problems designed according to Indonesia's Academic Competency Test (TKA) characteristics, using a complex multiple-choice format allowing multiple answers. A descriptive-exploratory qualitative approach involved eight participants selected through two-stage written screening and examined through think-aloud interviews. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, supported by triangulation, member checking, and audit trails. Findings reveal three forms of cognitive interference: linguistic interference arising from insufficient semantic inhibition when interpreting distributive phrases; conceptual interference triggered by natural number bias and misconceptions about corresponding sides; and procedural interference resulting from dominant algorithmic schemas and procedural degradation under working memory constraints. In two participants, these forms developed into a hierarchical causal cascade, whereby linguistic interference triggered conceptual interference, subsequently leading to procedural interference. Several participants demonstrated an illusion of understanding, producing correct answers despite flawed reasoning. These findings highlight the importance of verifying cognitive processes through interviews rather than relying solely on final answers, providing a diagnostic foundation for adaptive mathematics assessment and instruction.]]>
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