<![CDATA[This study aims to analyze students' ability in solving open-ended mathematical problems on the material of flat-sided solids using the architecture of the Cheng Ho Mosque in Jember as a learning context. The use of open-ended problems and local cultural contexts is expected to encourage in-depth mathematical thinking and increase student relevance and engagement. This study used a qualitative descriptive method with subjects of grade IX junior high school students in Jember Regency. Data were collected through open-ended problem tests integrated with the context of the mosque, in-depth interviews, and participatory observations. Data analysis focused on four stages of problem solving and students' thinking processes which were distinguished based on sensing and intuition learning styles. The results showed significant differences between the two learning styles. Students with a sensing learning style were able to go through all stages of problem solving systematically, but were identified as having weaknesses in the re-checking stage. They tend not to re-verify because of their high confidence in the accuracy of their structured calculations. In contrast, students with an intuition learning style showed a more creative approach, utilizing visualization and projection abilities without being fixated on formulas. They also managed to complete all stages well, although the calculation process was not systematic. These findings underscore the importance of encouraging accuracy through re-checking for sensing students and recognizing the effectiveness of non-formulaic approaches for intuition students. ABSTRAKPenelitian ini bertujuan untuk menganalisis kemampuan siswa dalam memecahkan soal open-ended matematika pada materi bangun ruang sisi datar dengan menggunakan arsitektur Masjid Cheng Ho Jember sebagai konteks pembelajaran. Penggunaan soal open-ended dan konteks budaya lokal diharapkan dapat mendorong pemikiran matematis yang mendalam serta meningkatkan relevansi dan keterlibatan siswa. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek siswa kelas IX SMP di Kabupaten Jember. Data dikumpulkan melalui tes soal open-ended yang terintegrasi konteks masjid, wawancara mendalam, dan observasi partisipatif. Analisis data difokuskan pada empat tahapan pemecahan masalah serta proses berpikir siswa yang dibedakan berdasarkan gaya belajar sensing dan intuition. Hasil penelitian menunjukkan perbedaan signifikan antara kedua gaya belajar. Siswa dengan gaya belajar sensing mampu melalui seluruh tahapan pemecahan masalah secara sistematis, namun teridentifikasi memiliki kelemahan pada tahap pemeriksaan kembali. Mereka cenderung tidak melakukan verifikasi ulang karena keyakinan tinggi pada akurasi perhitungannya yang terstruktur. Sebaliknya, siswa dengan gaya belajar intuition menunjukkan pendekatan yang lebih kreatif, memanfaatkan kemampuan visualisasi dan proyeksi tanpa terpaku pada rumus. Mereka juga berhasil memenuhi semua tahapan dengan baik, meskipun proses perhitungannya tidak sistematis. Temuan ini menggarisbawahi pentingnya mendorong ketelitian melalui pengecekan ulang bagi siswa sensing dan mengakui efektivitas pendekatan non-formulaik pada siswa intuition.]]>
