<![CDATA[This study aims to describe the mathematical problem solving abilities of lower secondary school pupils in solving algebraic word problems based on Field Independent (FI) and Field Dependent (FD) cognitive styles, using Polya’s stages (understanding the problem, planning, carrying out the plan, and checking). The study was conducted at State Junior High School 3 Limboto Barat during the 2025/2026 academic year with 35 students as participants. Data were obtained through six expert-validated open-ended problem-solving questions, as well as the GEFT (Group Embedded Figures Test) cognitive style test developed by Witkin. The results showed that of the 35 pupils, 9 were categorised as FI with an average problem-solving ability of 84.77 per cent, whilst the 26 pupils categorised as FD achieved an average of 42.96 per cent. These results indicate a significant difference in mathematical problem-solving ability between FI and FD pupils, with FI pupils tending to perform better. These findings may serve as a basis for teachers when designing mathematics lessons that take into account differences in pupils’ cognitive styles, with a view to enhancing their mathematical thinking skills. Keywords: Mathematical Problem-Solving Skills, Word Problems, Cognitive Styles, Field-Independent (FI), Field-Dependent (FD).]]>
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