This was qualitative research. The research objectives were to reveal the profile of
Junior Secondary Schools students’ metacognition at Makassar within a learning
through realistic mathematics education involving metacognition. The research
results were as follows. Within the realistic mathematics instruction, the first step
was to understand the contextual problems; the second step was to solve the
contextual problems; the third step was to discuss and compare the solution of the
contextual problems; and the fourth step was to conclude the solution of the
contextual problems. The research results showed that: (1) Within the first step, the
subject C19, C21, C27, and C29 applied their predicting, planning, and monitoring
skills; the subject C25 applied their planning and monitoring skills; the subject C26
applied their planning skills. (2) Within the second step, the subject C19, C21, C25,
C27, and C29 applied their declarative, procedural, and conditional knowledge, as
well as their monitoring skills; the subject C26 applied his procedural and
conditional knowledge. (3) Within the third step, the subject C19 applied their
declarative, procedural, and conditional knowledge, as well as his monitoring skills;
the subject C21 and C27 applied their evaluation skill; while the subject C25, C26,
and C29 did not apply their metacognitive knowledge and skill. Meanwhile, (4)
Within the fourth step, the subject C19, C27, C21, and C29 applied their evaluation
skill; the subject C25 and C26 did not apply their metacognitive knowledge and
skil
