<![CDATA[Mathematical reflective thinking ability is an important higher-order thinking skill that supports students in solving mathematical problems meaningfully. However, students' reflective thinking ability in mathematics is still relatively low and has not been fully developed in mathematics learning. One factor that may influence this ability is students' learning styles. Therefore, this study aimed to describe students' mathematical reflective thinking ability in solving circle problems viewed from the perspective of learning styles. This study employed a qualitative case study approach. The subjects were three eleventh-grade students at a private senior high school in Bandung Regency, representing the visual, auditory, and kinesthetic learning styles. The instruments used were a mathematical reflective thinking ability test, a learning style questionnaire, and interview guidelines. Data was analyzed through triangulation techniques. The results showed that students with an auditory learning style fulfilled four indicators of mathematical reflective thinking ability, kinesthetic students fulfilled three indicators, and visual students fulfilled two indicators. All students were able to identify mathematical concepts and distinguish relevant from irrelevant data in problem-solving. However, all learning style groups failed to fulfill the indicator of generalizing accompanied by reasoning or explanation. These findings provide insights into students' mathematical reflective thinking across different learning styles and may inform the design of instructional strategies that better support the development of reflective thinking in mathematics learning.]]>
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