An individual's understanding of the process of acquiring knowledge and manipulate knowledge through the activity of remembering, analyzing, judging, reasoning, and imagining called cognition. The process of cognition when people face the problem consists of three levels, namely cognition, metacognition, and epistemic cognition. Many factors can influence epistemic cognition students in solving mathematical problems; one of them is cognitive style. Therefore, this study aimed to describe: (1) epistemic cognition students with field-independent cognitive style in solving mathematical problems, (2) epistemic cognition students with field-dependent cognitive style in solving mathematical problems. This research is a descriptive qualitative approach. Sampling was conducted using a purposive sampling technique. The subjects used in this study as many as four students: two students with field-independent cognitive style and two students with field-dependent cognitive style. Data collection techniques used in this study are classification tests of cognitive style, problem-solving test, and interview. Tests of cognitive style classification, Problem-solving tests, and interviews were analyzed based on indicators of epistemic cognition students in solving mathematical problems. Based on the analysis and test results performed instrument, the epistemic cognition obtained by students with cognitive style field-independent and field-dependent in solving mathematical problems.