<![CDATA[Mathematical reasoning ability is one of the essential competencies that must be developed in elementary school students, especially in facing contextual-based mathematical problems. However, various study results show that this ability is still relatively low, particularly in solving word problems that require understanding of concepts, modeling, and interpretation of real-life situations. This study aims to analyze the mathematical reasoning ability of elementary school students in solving contextual-based mathematical word problems. This research uses a qualitative approach with a descriptive research type. The research subjects consist of elementary school students selected based on a variation of academic abilities. Data collection techniques are carried out through contextual-based word problem tests and interviews to explore the students' thinking processes. Data analysis was conducted through data reduction, data presentation, and drawing conclusions based on indicators of mathematical reasoning ability, such as making conjectures, constructing logical arguments, drawing conclusions, and verifying the correctness of solutions. The results of the study showed that students' mathematical reasoning abilities are still varied. Some students are able to identify information and perform calculations well, but still have difficulties in interpreting results and validating answers within the context of problems. In addition, it was found that low reasoning ability is caused by a lack of experience in context-based problem learning and the dominance of procedural learning. Therefore, a more contextual and student-centered learning strategy is needed to optimally improve mathematical reasoning abilities.]]>
