<![CDATA[Previous studies indicate that the SOLO taxonomy is an effective framework for assessing the depth of students’ understanding. However, few studies have explicitly examined the interplay between the structural complexity of student responses and the underlying analytical thinking processes in mathematical literacy problem-solving. Operationally, this interplay refers to how a student’s structural response complexity (SOLO levels) is governed and facilitated by their procedural analytical dimensions (differentiating, organizing, attributing). This study aims to explore this relationship by describing junior high school students’ analytical thinking within the SOLO framework. Employing a qualitative descriptive-exploratory design, five eighth-grade students from a junior high school in Bandar Lampung were purposively selected to represent each SOLO level. Data were gathered through a mathematical literacy test consisting of three non-routine open-ended tasks focusing on space, shape, and change contexts, combined with task-based interviews. Results revealed a significant mechanism: pre-structural students failed to differentiate relevant information, while uni-structural students exhibited partial differentiation but lacked organization. Multi-structural students began organizing information, though it remained fragmented, causing cognitive stagnation. In contrast, relational students effectively organized and initiated attributing, whereas extended abstract students demonstrated full mastery of all analytical aspects. These findings indicate that higher SOLO levels are a direct manifestation of enhanced analytical thinking abilities in connecting and evaluating complex mathematical information. The study highlights that fostering this operational engine is crucial in designing instruction that moves beyond procedural drills toward robust mathematical literacy.]]>
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