<![CDATA[Creative thinking is an essential mathematics competency, supporting idea generation, strategy selection, and non-routine problem solving. At the elementary level, it must be developed systematically so students move beyond routine procedures toward flexible, logical, reflective thinking. This study describes sixth-grade students' creative thinking in solving data-handling problems by level of mathematical understanding. Using a qualitative descriptive approach, three sixth-grade students at UPT SD Negeri 099 Masamba were purposively selected for high, moderate, and low understanding levels. Data were collected through a creative-thinking test and semi-structured interviews, analyzed using fluency, flexibility, originality, and elaboration indicators. Credibility was strengthened through triangulation of written responses and interviews; data were processed through reduction, display, verification, and conclusion drawing. The high-ability student displayed all four indicators strongly and consistently, proposing alternative strategies, adjusting solution steps, developing logical plans, and re-checking solutions. The moderate-ability student showed all indicators but was inconsistent in exploring ideas, developing solutions, and evaluating answers. The low-ability student showed limitations in independently generating strategies, developing solutions, and explaining reasoning in detail. These findings show that understanding level relates to differences in students' creative-thinking characteristics in problem solving. Instruction should therefore give students room to explore strategies, explain reasoning, and reflect on solutions.]]>
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