This research aims to describe the mathematical literacy of prospective teachers in solving basic combinatorics problems (counting rules, permutations and combinations) in terms of cognitive style. This type of research is phenomenological research design. The participants of this research are prospective mathematics teachers based on reflective and impulsive cognitive styles. Data were collected through tests and interviews and analyzed in three stages data reduction, data categorization, data presentation and drawing conclusions. Results show that prospective teachers' mathematical literacy with a reflective style in solving basic combinatorics problems is good at communication, mathematics, reasoning and argumentation, designing strategies to solve problems, using symbolic, formal, technical and operational language, and using mathematical tools, not yet able to present problems. in various forms of representation, linking various mathematical concepts in the form of combinatorics, requiring many strategies and stages of completion. Meanwhile, the mathematics literacy of prospective teachers with an impulsive style in solving basic combinatorics problems in posing problems can still be said to be not good, because it only meets a few indicators, the problems posed still contain little information so they do not require many stages and strategies, the problems posed are more informative in nature. story form, not yet able to present problems in various forms of representation and not using mathematical tools.
