<![CDATA[Research on mathematical creative thinking has examined various creativity indicators, but the use of multiple solution representations and the limitations of independent verification in solving similarity problems warrant further investigation. This study aimed to describe the creative thinking profile of a junior high school student with high learning motivation and an Idealist personality type when solving similarity problems. A qualitative approach with a case study design was employed. One participant was purposively selected from 32 students based on personality type identified using the Keirsey Temperament Sorter (KTS), learning motivation measured using the Mathematics Motivation Questionnaire (MMQ), and good communication skills. Data were collected through questionnaires, written tests, interviews, and documentation, then analyzed using the Miles and Huberman model. The results showed that the participant generated and applied two solution procedures: the scale factor method and the ratio method. However, both procedures relied on the same principle of proportionality and therefore did not provide sufficient evidence of flexibility in using distinct mathematical approaches. The novelty of the strategy also remained undetermined because no comparative data from other students were available. During the looking-back stage, the participant relied solely on the agreement between the results without conducting independent verification. These findings highlight the importance of distinguishing procedural success from metacognitive evaluation. Pedagogically, teachers can use reflective prompts to encourage students to check equations, similarity conditions, and the reasonableness of their answers. As the study involved only one case, the findings are not intended to be generalized to students with similar characteristics.]]>
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