<![CDATA[Despite the recognized importance of inductive and visual-spatial reasoning in geometry learning, little is known about how these abilities manifest and interrelate in junior high school students' problem-solving, particularly in the Indonesian context. This study aims to describe students' inductive reasoning and visual-spatial abilities and explore their relationship in solving plane geometry problems. A descriptive qualitative approach was employed, with data collected through written tests, semi-structured interviews, and documentation involving 25 ninth-grade students from a public junior high school in Jambi City, Indonesia. The instruments were based on indicators of inductive reasoning (pattern identification, conjecturing, and generalization) and on visual-spatial ability (imagination, conceptualization, and visual problem-solving). Data were analyzed through reduction, display, and conclusion drawing, with triangulation to ensure validity. The results indicate that students' inductive reasoning is relatively low, particularly in generalization, while visual-spatial ability is relatively stronger, especially in imagination and conceptualization, though difficulties remain in visual problem-solving. Cross-case analysis reveals a thematic relationship between the two abilities, with stronger visualization skills supporting pattern identification and conjecture formation. Therefore, mathematics learning should facilitate activities that promote pattern exploration and visualization to develop both abilities.]]>
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