<![CDATA[Objective: Understanding lines and angles serves as the foundation for further mathematical topics such as trigonometry, geometry, calculus, etc. Students may struggle with advanced mathematical reasoning and problem-solving without a firm grasp of these basic concepts. This study aims to investigate how students' mathematical understanding processes are based on the folding back theory. Method: The research utilizes a qualitative approach with descriptive eksploratif design. Two subjects were selected from 28 seventh-grade students, each representing the field-dependent and field-independent cognitive style. Data was collected through mathematical comprehension tests, GEFT tests, and interviews. Data were analyzed through data reduction, data presentation, and verification stages, with each subject being interviewed to verify the processes. Results: Based on the research results, students in the field-independent cognitive style were much more active and better understood the problem-solving process than those in the field-dependent. However, both subjects still required learning assistance. Novelty: This research explores the folding back theory in the mathematical understanding process based on cognitive styles, whereas previous studies have mainly focused on mathematical comprehension abilities. Therefore, further research would benefit from using instructional media to better engage students in understanding the material.]]>
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