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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.

Metacognitive Strategy and Science Problem-Solving Abilities in Elementary School Students