<![CDATA[This study aimed to describe students’ mathematical creative thinking processes in solving statistical problems based on field-independent and field-dependent cognitive styles. A qualitative descriptive research design was employed in the context of statistics learning among tenth-grade students at SMA Teuku Umar. Four participants were purposively selected and classified as field-independent or field-dependent using the Group Embedded Figures Test (GEFT) based on Witkin’s classification criteria. Data were collected through mathematical creative thinking tests and semi-structured interviews. Data were analyzed through data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through triangulation of test and interview data. The findings revealed that field-independent students demonstrated all stages of the mathematical creative thinking process preparation, incubation, illumination, and verification more systematically than field-dependent students. They understood problems comprehensively, generated multiple solution strategies, and carefully verified their answers. In contrast, field-dependent students experienced difficulties in understanding problems, selecting appropriate solution strategies, and verifying their answers, and they generated fewer alternative solutions. These findings suggest that students with different cognitive styles exhibit distinct mathematical creative thinking processes in solving statistical problems. Therefore, mathematics teachers should consider students’ cognitive styles when designing instruction to support the development of students’ mathematical creative thinking.]]>
