<![CDATA[Creative thinking is an essential competency in 21st-century mathematics education. However, observations and interviews with mathematics teachers at MTs Nurul Jadid Banjarmadu revealed that students still have difficulty solving open-ended problems that require diverse strategies and the development of creative ideas. Although personality type is known to influence creativity, studies examining the creative thinking profiles of sanguine students when solving open-ended social arithmetic problems remain limited. This study employed a descriptive qualitative approach using the interactive analysis model. The subjects were two sanguine-type students (S-1 and S-2) selected from 26 seventh-grade students through the Florence Littauer personality questionnaire. Data were collected through social arithmetic open-ended tests and semi-structured interviews, and then analyzed using four creative thinking indicators: fluency, flexibility, originality, and elaboration. Method triangulation was conducted by comparing the participants' written responses with their interview explanations. The findings indicate that sanguine students met the fluency indicator by generating four valid answer pairs and the flexibility indicator by using two different solution strategies. However, neither subject demonstrated originality, as they relied on common strategies, nor did they demonstrate elaboration, due to incomplete verification of solution steps. The patterns observed in both participants indicate that spontaneity and enthusiasm can foster the generation of numerous ideas, whereas a focus limited to verification and detailed explanation can hinder elaboration during mathematical problem-solving. Therefore, teachers are encouraged to provide structured verification activities and guided solution frameworks to enhance originality and elaboration while maintaining fluency and flexibility.]]>
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