<![CDATA[This study aimed to describe students’ mathematical creative reasoning processes in solving mathematical problems in relation to field-dependent and field-independent cognitive styles. A descriptive qualitative design was employed. The participants were 25 tenth-grade students at SMA IT Nurul Hasan in Ternate, Indonesia. Four students were selected for in-depth analysis: two with a field-dependent cognitive style and two with a field-independent cognitive style. The research instruments comprised the Group Embedded Figures Test (GEFT), used to identify cognitive styles, and a mathematical creative reasoning test. Data were collected through tests and interviews and analyzed through data reduction, data display, and conclusion drawing. The findings showed that both field-independent students were able to construct a sequence of problem-solving steps and reach correct conclusions through four thinking stages: specializing, generalizing, conjecturing, and convincing. Their reasoning met the three aspects of mathematical creative reasoning adopted in this study: flexibility, mathematical foundation, and plausibility. In contrast, both field-dependent students demonstrated the same four thinking stages but met only the flexibility aspect. These findings indicate differences in the fulfillment of mathematical creative reasoning aspects among the students with the two cognitive styles, despite the identification of the same thinking stages.]]>
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