<![CDATA[Abstract: Students' difficulties in solving open-ended problems are attributed to a lack of conceptual understanding and flexibility in applying formulas. This challenge is further influenced by a learning approach that is heavily procedure-oriented. This study analyzes the mathematical thinking skills of high school students in solving open-ended problems on arithmetic sequences and series, based on Polya's stages. The research subjects were 4 tenth-grade students in Malang. Data were obtained through tests, interviews, and observations, and subsequently analyzed using an interactive model. The findings reveal a variation in student abilities. The primary difficulties lie in grasping fundamental concepts, such as the formula for the nth term and the sum of the first n terms. This study recommends the consistent implementation of open-ended problems to enhance students' mathematical thinking, conceptual understanding, and independent problem-solving skills. Abstrak: Kesulitan siswa dalam menyelesaikan masalah open-ended disebabkan kurangnya pemahaman konsep dan fleksibilitas penerapan rumus. Kesulitan ini dipengaruhi oleh pembelajaran yang lebih berorientasi pada prosedur. Penelitian ini menganalisis kemampuan berpikir matematis siswa SMA dalam menyelesaikan masalah open-ended pada barisan dan deret aritmatika berdasarkan tahapan Polya. Subjek penelitian adalah 4 siswa kelas X di Malang. Data diperoleh melalui tes, wawancara, dan observasi, kemudian dianalisis menggunakan model interaktif. Hasil penelitian menunjukkan ada variasi kemampuan siswa. Kesulitan utama terletak pada pemahaman konsep dasar, seperti rumus suku ke-n dan jumlah n suku pertama. Penelitian ini merekomendasikan penerapan masalah open-ended secara konsisten untuk meningkatkan kemampuan berpikir matematis, pemahaman konsep, dan keterampilan penyelesaian masalah secara mandiri.]]>
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