<![CDATA[This study aims to analyze the failure of students’ mathematical creative thinking abilities in solving systems of linear equations in three variables (SPLTV) problems based on their level of self-regulation. Mathematical creative thinking is an essential higher-order skill, yet many students struggle to generate ideas, apply flexible strategies, and elaborate solutions when solving complex problems. This research employed a qualitative descriptive approach involving students categorized into high, medium, and low self-regulation levels. Data were collected through creative thinking tests, self-regulation questionnaires, and semi-structured interviews. The analysis focused on identifying patterns of failure across indicators of creative thinking, including fluency, flexibility, originality, and elaboration. The results indicate that students with low self-regulation tend to fail at planning problem-solving strategies, monitoring solution steps, and evaluating results, leading to incomplete or incorrect solutions. Students with moderate self-regulation partially fulfill creative thinking indicators, while those with high self-regulation demonstrate better control of their thinking processes, though some difficulties remain in originality and elaboration. These findings highlight the critical role of self-regulation in supporting students’ mathematical creative thinking and provide implications for designing instructional interventions to reduce learning failure in SPLTV topics.]]>
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