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This research aims to describe the process of formulating in mathematical literacy in solving the PISA-like problem viewed from cognitive style. In this research, two subjects were selected based on the math ability test, GEFT test, and the same sex. The results showed that in solving the PISA-like mathematics problems in the process of formulating, students with a cognitive field-dependent style were able to identify the information needed to solve the problem by mentioning information that was known and asked about the problem and tending to use the sentence in the question. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas, diagrams and mathematical models that are appropriate, but not capable of visually representing a 3-D model into a 2-D model. While students in the cognitive field independent style in solving the PISA model problem in the process of formulating, students are able to identify the information needed to solve the problem by mentioning information that is known and asked about the problem and tends to use their own language. Students are able to represent a problem mathematically using verbal representations, symbols, images, variables, formulas/formulas, diagrams, and appropriate modeling, and are capable of visually representing 3-D models into 2-D models.

The process of formulating in mathematical literacy in solving Pisa-like problems viewed from cognitive style