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This study aimed to describe students' metacognitive processes in solving mathematical problems related to arithmetic sequences in terms of the level of mathematical ability, namely high, medium, and low. The research method used in this research was descriptive explorative. The instruments used include researchers as the main instrument, question sheets, and recording tools. The research subjects consisted of 3 students of class VIII in one of the junior high schools in Tarakan, which were selected by random sampling technique. The results of this study were students who have a high level of mathematical ability had better metacognitive processes when solving arithmetic sequence problems than students with moderate and low mathematical abilities. Students with high math abilities evaluate after solving problems, while students with moderate and low abilities did not check after solving problems, so they did not realize mistakes made. So it could be concluded that students who have high mathematical abilities had better metacognitive processes when solving arithmetic sequence problems than students with moderate and low abilities.

metacognitive process; arithmetic sequence; level of mathematical ability