Abstract
This research aimed to analyze the effect of metacognitive strategies on elementary school students' problem- solving abilities. This research used an experimental method with a quasi-experimental type of research by comparing two groups, namely the groups taught with metacognitive strategies and non-metacognitive strategies. The research subjects consisted of 100 fifth-grade students of elementary school. They were divided into 50 students in the metacognitive strategy group and 50 students in the non-metacognitive strategy group. The analytical technique was used to compare the two groups statistically. The research results showed differences in problem-solving that were taught by using metacognitive strategies and non-metacognitive strategies. Non-metacognitive strategies were better in problem-solving than metacognitive strategies. Problem-solving that had been done in learning was only focused on results. In conclusion, elementary school students needed assistance in the learning process to monitor their knowledge by providing feedback.
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