<![CDATA[Metacognition is essential in learning, especially in mathematics because students will be aware of their thinking processes in making plans, monitoring, and evaluating problem-solving. The purpose of this study is to describe the metacognition of junior high school students when solving math problems. This is a qualitative study with a case study design. The study included 32 eighth-grade students as participants.Tests and semi-structured interviews were used to collect data in this study. The researcher is the primary instrument in this study, with additional instruments such as straight-line equation tests and interview guides. A purposive sampling technique was used to select three of the study's 32 subjects. The study showed that: 1) The metacognition ability of subjects with high math scores when solving straight-line equation problems can achieve all indicators at each stage of metacognition. 2) The metacognition ability of subjects with moderate math scores when solving straight-line equation problems cannot achieve all indicators in the evaluation stage. 3) The metacognition ability of subjects with low math scores when solving straight-line equation problems, not all indicators in the information management strategies and debugging strategies stages can be achieved. Then none of the indicators in the evaluation stage can be achieved.]]>
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