<![CDATA[This study aims to describe students’ cognitive abilities in spatial problem-solving involving three-dimensional shapes. This study employs a qualitative approach using a descriptive research design involving eighth-grade students at Abdul Malik Fadjar Junior High School in Karangploso Data were collected through tests, think-aloud protocols, and interviews. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results show that: 1) students in the spatial perception category, in the “word use” component, tend to use simple mathematical terms related to three-dimensional shapes. The visual mediator component tends to utilize images as the primary source of information in determining solutions. The narrative component tends to explain solution steps based on visual observations. The routines component tends to use procedures that are ritualistic in nature; 2) students in the mental rotation category, in the word use component, tend to use a more diverse range of mathematical terms. The visual mediator component tends to utilize visual representations. The narrative component tends to explain the relationships between parts of three-dimensional shapes as well as the rationale for using solution strategies. The routines component tends to use procedures that are more exploratory; 3) students in the spatial visualization category, in the word use component, tend to use mathematical terms accurately and meaningfully. In the visual mediator component, they tend to integrate images and symbols during the problem-solving process. In the narrative component, they tend to explain the steps of problem-solving based on conceptual understanding. The routines component indicates a tendency toward an exploratory approach.]]>
