<![CDATA[This study aimed to determine the differences in students’ mathematical reasoning abilities between learning using a problem-solving approach and a metacognitive approach on the topic of Systems of Linear Equations in Two Variables (SPLDV). This research employed a quantitative method with a quasi-experimental design. The population of the study consisted of all eighth-grade students of SMP Negeri 2 Gebang, comprising six parallel classes. The research sample was selected using purposive random sampling, in which class VIII-2 was assigned as Experimental Class I using the metacognitive approach, and class VIII-3 as Experimental Class II using the problem-solving approach. The research instrument was an essay test measuring students’ mathematical reasoning abilities, which had been validated and tested for reliability. Data were collected through pre-tests and post-tests and analyzed using normality tests, homogeneity tests, N-Gain tests, and an Independent Sample t-test. The results showed that the post-test data from both classes were normally distributed and homogeneous. The Independent Sample t-test indicated a significant difference in students’ mathematical reasoning abilities between the two learning approaches. Although the N-Gain analysis revealed that both approaches were categorized as less effective, the problem-solving approach demonstrated better results than the metacognitive approach, as indicated by higher mean scores and N-Gain values. Therefore, the problem-solving approach is recommended for teaching SPLDV to improve students’ mathematical reasoning abilities]]>
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