<![CDATA[Problem posing is a task that can be used to describe students' creative thinking abilities in generating various mathematical ideas. Since each student possesses distinct cognitive characteristics, creative thinking ability in problem posing needs to be examined in relation to their cognitive styles. This study aimed to describe junior high school students' creative thinking skills in posing mathematical problems on the topic of Sistem Persamaan Linear Dua Variabel (SPLDV) in terms of Field Dependent and Field Independent cognitive styles. This study employed a qualitative approach involving two eighth-grade students selected based on the results of the Group Embedded Figures Test (GEFT), consisting of one student with a Field Dependent cognitive style and one student with a Field Independent cognitive style, both having high and equivalent mathematical ability. Data were collected through a SPLDV problem-posing task and interviews and were analyzed based on the creative thinking indicators proposed by Silver, namely fluency, flexibility, and novelty. The results showed that the student with a Field Dependent cognitive style only fulfilled the fluency indicator, whereas the student with a Field Independent cognitive style fulfilled all three creative thinking indicators. Based on the level of creative thinking, the Field Dependent student was categorized at Level 1 (less creative), while the Field Independent student was categorized at Level 4 (very creative). The findings indicate differences in creative thinking skills between students with Field Dependent and Field Independent cognitive styles in mathematical problem posing.]]>
