<![CDATA[Creative thinking is an essential skill that students are required to develop in the 21st century, and numeracy tasks represent one form of assessment that can be used to foster this ability. However, students’ proficiency in solving numeracy problems has not yet developed optimally, highlighting the need to identify the factors that influence it. One such factor is habit of mind. This study aims to describe students’ creative thinking across high, moderate, and low levels of habit of mind in solving numeracy problems. This study employed a qualitative approach using a case study design. The participants consisted of two eighth-grade students from SMP Negeri 40 Surabaya with different levels of habit of mind (high and low), equivalent high mathematical ability, and the same gender. The instruments used in this study included a habit of mind questionnaire, a mathematics ability test, numeracy tasks, and interviews. The data, in the form of students’ test results, were analyzed based on creative thinking indicators and supported by interview data. The findings indicate that students with a high level of habit of mind are able to generate multiple solution alternatives (fluency), apply a range of approaches (flexibility), and produce original ideas (originality). In contrast, students with a low level of habit of mind are able to demonstrate fluency and flexibility but have limited ability to produce original ideas. Furthermore, their capacity to explore solutions and consider multiple perspectives remains constrained. These findings highlight the importance of considering habit of mind as a key aspect in mathematics instruction to support the development of students’ creative thinking skills.]]>
