<![CDATA[Creative thinking skills are included in 21st-century skills, Education 4.0, national education, and mathematics education goals. One of the tools to support creative thinking skills is problem-posing activities. Therefore, this study aims to obtain a description of the creative thinking skills of students with high mathematical abilities in posing sequence and series problems. Students with high mathematical abilities were selected as research subjects because they are not burdened with understanding procedural matters in problems and have the cognitive ability to explore ideas, so they are considered to have the potential to pose problems. This study used a descriptive qualitative method. Data were collected using the Mathematics Ability Test (TKM), Problem-Posing Tasks (TPM), and interviews. The TKM was intended to group students into three categories of mathematical ability: high, medium, and low. After successfully grouping based on mathematical ability, one subject with high mathematical ability was selected to be given TPM to assess their achievement of creative thinking ability indicators of fluency, flexibility, and novelty, as well as interviews to dig deeper into information not available in the written test. The results of the study showed that students with high mathematical abilities fulfilled three indicators of creative thinking abilities, namely fluency which is seen from the different attributes in the problems posed, flexibility which is seen from the two alternative solutions to the problem, and novelty which is fulfilled because students can pose two problems that are different in terms of concept and different from the questions usually given by teachers.]]>
