<![CDATA[This study aims to describe the cognitive level capabilities of Grade IX students at Wee Rame Christian Junior High School in solving geometric transformation problems—based on the Revised Bloom's Taxonomy—and to identify the factors influencing these capabilities. A qualitative approach with a descriptive research design was employed. The study involved 19 Grade IX students as subjects. Data were collected through written tests, interviews, and documentation. Interviews were conducted with four students selected based on whether they met or did not meet the Minimum Mastery Criteria (KKM). Data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that students' capabilities at cognitive levels C1–C3 were relatively better than at levels C4–C6. While students were generally able to remember, understand, and apply geometric transformation concepts, they still struggled to analyze information, evaluate processes and results, and independently formulate solution strategies. Of the 19 students, 5 (26.3%) met the KKM, whereas 14 (73.7%) did not. Factors influencing student capabilities included conceptual understanding, calculation accuracy, the ability to comprehend problem information, the determination of solution strategies, and the habit of reviewing answers. These findings highlight the need for instruction that provides varied, progressive practice exercises to develop higher-order cognitive skills, particularly in analyzing, evaluating, and creating]]>
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