<![CDATA[Students often struggle to develop mathematical reasoning skills when learning algebraic concepts, particularly One Variable Linear Equations (PLSV), as they tend to focus on procedural steps without understanding underlying concepts. This study aims to analyze the mathematical reasoning ability of seventh-grade junior high school students in the context of PLSV material. A qualitative descriptive approach was employed, involving 30 students as research subjects. Data were collected using an essay test developed based on mathematical reasoning indicators—logical manipulation, argument construction, conclusion drawing, and solution verification—supplemented by semi-structured interviews. The data were analyzed through data reduction, presentation, and conclusion drawing. The findings reveal that students’ average scores fall into the medium category, with a highest score of 90 and a lowest of 55. While most students can correctly execute procedural steps, they frequently encounter difficulties in providing logical justifications and verifying their solutions. Students in the high category demonstrate systematic reasoning and accurate conclusions, whereas those in the low category often make conceptual and procedural errors in algebraic manipulation. These results indicate that students’ mathematical reasoning abilities in PLSV remain underdeveloped and require instructional strategies that emphasize thinking processes, conceptual understanding, and active discussion rather than mere procedural practice.]]>
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