<![CDATA[Trigonometry is one of the most crucial yet challenging branches of mathematics in both secondary and higher education curricula, as it requires the integration of algebraic reasoning, geometry, and spatial visualization. This study presents a systematic literature review exploring the cognitive labyrinth phenomenon encountered by students when solving trigonometric problems, utilizing the Newman’s Error Analysis (NEA) framework as the primary diagnostic tool. Through a systematic search across various academic databases and the application of the PRISMA protocol, recurring error patterns were identified across the five stages of Newman's hierarchy: reading, comprehension, transformation, process skills, and encoding. Data synthesis results indicate that the greatest cognitive barriers for students reside within the transformation and process skills stages, where the inability to connect abstract concepts with mathematical models frequently serves as the primary cause of failure. Factors such as reliance on instrumental understanding, low angle visualization skills, and the influence of non-cognitive variables like gender and motivation contribute significantly to the complexity of this cognitive labyrinth. The findings of this study emphasize the importance of a pedagogical shift toward strengthening relational understanding and utilizing visualization technology to help students navigate difficulties in trigonometry. Strategic recommendations are provided for educators to implement targeted interventions at each level of the hierarchy to minimize systematic errors and comprehensively enhance students' mathematical proficiency.]]>
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