<![CDATA[Creative thinking is an essential competency in 21st-century mathematics education. However, observations and interviews with mathematics teachers at MTs Nurul Jadid Banjarmadu (Islamic Junior High School) revealed that students still have difficulty solving open-ended problems that require diverse strategies and the development of creative ideas. Although personality type is known to influence creativity, studies examining the creative thinking profiles of sanguine students when solving open-ended social arithmetic problems remain limited. This study employed a descriptive qualitative approach using the interactive analysis model. The subjects were two sanguine-type students (S-1 and S-2) selected from 26 seventh-grade students through the Florence Littauer personality questionnaire. Data were collected through social arithmetic open-ended tests and semi-structured interviews, and then analyzed using four creative thinking indicators: fluency, flexibility, originality, and elaboration. Method triangulation was conducted by comparing the participants' written responses with their interview explanations. The results showed that sanguine students met the fluency indicator by providing four valid answer pairs and the flexibility indicator by applying two different solution strategies. However, neither subject showed originality, using common strategies, and neither showed elaboration, due to lack of full verification of solution steps. The patterns observed in both participants suggest that the generation of many ideas, the presence of spontaneity and enthusiasm can be trained, and that the restriction to verification and detailed explanation can act as a barrier to the elaboration of ideas when dealing with a mathematical problem. Therefore, teachers are suggested to offer structured verification activities and guided solution frameworks to enhance originality and elaboration, while maintaining fluency and flexibility.]]>
