<![CDATA[Mathematics learning in elementary school, particulary geometry, requires students to understand spatial relationships and construct visual representations when solving problems. However, students often encounter difficulties in mathematical problem solving due to limitations in visualizing and mentally manipulating objects. This study aimed to determinate the relationship between mental rotation ability and mathematical problem solving ability among fifth-grade elementary school students on solid geometry material. The study employed a quantitative correlational approach involving 38 fifth-grade students at SDIT Cokroaminoto using a total sampling technique. Data were collected through a mental rotation test consisting in 11 items and a mathematical problem solving test consisting of one essay item developed based on Polya’s problem solving stages. Data analysis was conducted descriptively and associatively using IBM SPSS Statistics version 26, including Shapiro-Wilk normality testing, linearity testing, Spearman Rank correlation analysis, and Spearman coefficient of determination (). The result showed a positive and statistically significant relationship between mental rotation ability and mathematical problem solving ability, with a Spearman correlation coefficient of 0,392 and a significant value of 0,015 (p < 0,05). The estimated variance contribution based on Spearman coefficient of determination was 15,37%, indicating that mental rotation ability was associated with mathematical problem solving ability but did not function as a dominant factor throughout the entire problem solving process. Mental rotation ability tended to contribute more strongly during the stages of visual representation and problem-solving strategy formulation.]]>
