<![CDATA[This study aims to examine students' statistical thinking processes in interpreting data and to identify their statistical thinking levels. This study used a qualitative case study design involving six tenth-grade students who were purposively selected based on their mathematical abilities. Data were collected through tests, observations, and semi-structured interviews, then analyzed based on indicators of statistical thinking stages, namely interpreting data, quantitative reasoning, organizing data, inferring, and integrating thought processes. The results showed clear differences between student ability levels: high-ability students were able to think systematically and in an integrated manner, thus reaching the analytical level; medium-ability students were able to achieve most stages but were still limited in interpretative accuracy, thus moving from the quantitative to analytical level; while low-ability students showed partial understanding and experienced misconceptions, thus moving from the idiosyncratic to transitional level. These findings indicate that statistical thinking develops gradually and is strongly influenced by conceptual understanding and data interpretation skills. Therefore, a learning design that can strengthen interpretation skills in depth is needed. Keywords: Statistical Thinking, Student Ability, Stages of Statistical Thinking]]>
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