This study aims to describe metacognition's ability to solve ideal problemsolving
viewed from autonomous learning. The research method used was
descriptive qualitative. The subjects were students of grade VIII (class H) of SMP
Negeri 1 Baturraden, totaling 28 students. The sampling was done using purposively.
In each class, three students were selected with the high autonomous learning
category, three students with the moderate autonomous learning category, and the
other three (3) students with the low autonomous learning category. The data were
collected by questionnaires, tests, interviews, and documentation. Data analysis
techniques used include data reduction, data presentation, and conclusion drawing.
The validation test used is methodological triangulation. The results showed that: (1)
Students with the high autonomous learning category have metacognitive abilities
that are at the strategic use level. At this stage, students can involve all stages of
metacognition in ideal problem-solving. (2) Students in the autonomous learning
category are at the level of semi-strategic use, students can understand the problem
well, but students are not able to solve problems properly, which aims to determine
the final result, namely at the monitoring and evaluation stage. (3) Students with low
learning independence are at the tacit use level. At this level, students solve problems
only by trial and error. This is because students have not been able to understand the
problem, so students cannot plan strategies and goals appropriately and cannot solve
problems correctly.