The ability of students' mathematical representations in solving mathematical problems is not optimal and students are often mistaken in representing them, causing the problem solving solutions to be less precise. This study aims to analyze the mathematical representation ability of class XI high school students in solving mathematical problems. Phenomenology is used in this study, with research instruments in the form of tests and non-tests. Mathematical problems are given to the research subject, then the results of the answers are analyzed based on the mathematical representation used in solving the problem. Six students of class XI MIPA were selected as research subjects. The phenomenological data analysis techniques used consisted of epoche, horizontalization, cluster of meaning, and essence description. The results showed the mathematical representation ability of class XI high school students in solving different mathematical problems. There are six types of mathematical representations that students use to solve mathematical problems, namely symbolic (Si), written text (Ts), visual and symbolic combinations (VsSi), visual and written text combinations (VsTs), symbolic combinations and written text (SiTs), and a combination of visual, symbolic, and written text (VsSiTs). The reason students use this type of representation is the students' habits and experiences in solving mathematical problems.