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The present study aims to describe mathematical reflective thinking skills of senior high school students according to the problems which examine mathematical reflective thinking skills of integrals subject matter. The descriptive method with qualitative approach was employed. A total of 3 students of grade XI in a senior high school in Banda Aceh City were selected as the subject. The data were collected through a test consisting of mathematical reflective thinking skills problems, interviews and documentation. The indicators of mathematical reflective thinking skills include identifying problems, interpreting problems, evaluating problems, predicting problem-solving, and drawing conclusions. The findings indicate that the students considered at the high level of cognitive skills have not been able to interpret integral-related problems clearly and correctly. The students considered at the medium level of cognitive skills have not been able to interpret and evaluate integral-related problems clearly and correctly. The students considered at the low level of cognitive skills have not been able to interpret, evaluate, predict the solving and draw conclusions regarding integral-related problems clearly and correctly.