<![CDATA[This qualitative research with a descriptive design aims to analyze the mathematical literacy profiles of ninth-grade junior high school students in solving contextual problems related to combined flat-sided three-dimensional shapes. The study was conducted at SMPN 1 Kawali with six ninth-grade students (Class IX-F) selected using a purposive sampling technique based on their mathematical ability levels (high, medium, and low). Data were collected through a written mathematical literacy test, task-based interviews, and documentation, then analyzed using the interactive model by Miles, Huberman, and Saldana. Data trustworthiness was ensured through method and time triangulation. The results revealed that high-ability students successfully fulfilled all three PISA indicators (formulate, employ, and interpret), demonstrating precise handling of overlapping surfaces and realistic application of the ceiling rounding function for practical decision-making. Medium-ability students understood computational algorithms and the Pythagorean Theorem but exhibited inaccuracies in decimal rounding and produced basic evaluative reasoning. Meanwhile, low-ability students faced significant obstacles in unit conversion for area and practical rounding, leading to irrational decisions in real-world contexts. The novelty of this study emphasizes that mathematical literacy levels are heavily influenced by spatial modeling capabilities and practical rounding reasoning. Educators are recommended to design problem-based contextual learning that fosters visual-spatial understanding and the habit of evaluating result feasibility (looking back). ]]>
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