Students' metacognitive self-regulation-a case study: Molecular structure problem solving

The purpose of this study was to determine the students' metacognitive self-regulation in problem solving of molecular structure based on the rank of students in the upper, middle, and lower groups. This research type was exploratory by using qualitative approaches. In the study participated students who followed the school course on chemical bonds. The methodology included document analysis technics and deep interviews. Additionally triangulation technics of sources and methods were used to check the credibility of the data. The results showed that: (1) planning dimensions not only performed on the problem analysis and plan phases, but also performed on the problem solving phase. Planning activities on the problem solving phase just carried out by the upper and middle groups because these groups were more careful and thorough in considering and planning the use of prior knowledge to solve problems; (2) monitoring dimensions carried out by all group in problem-solving phase, but the upper group used their knowledge more, more carefully, and more in detail than subjects in the middle and lower group, and (3) reflection dimensions carried out by the upper and middle groups in the evaluation phase, and no reflection by lower group.