<![CDATA[This study aims to describe in depth the metacognitive activity profile of fifth-grade students at SDN 1 Nologaten Ponorogo in solving mathematical problems using the Polya model based on the categories of high, medium, and low problem-solving abilities. This study uses a qualitative approach with a descriptive type. The subjects of the study were 27 fifth-grade students of SDN 1 Nologaten Ponorogo, from which 3 representative subjects were selected from each category of problem-solving abilities. Data collection instruments were a Polya model mathematical problem-solving ability test and semi-structured interviews. Data analysis techniques used the Miles, Huberman, and Saldaña models which include data condensation, data presentation, and conclusion drawing. The results of the study indicate that: (1) Students in the high problem-solving category demonstrated highly mature and consistent metacognitive activity across all Polya stages; (2) Students in the medium category demonstrated dynamic metacognitive activity in the initial planning and monitoring aspects, but required external verbal stimulation to activate the final assessment or evaluation aspects; (3) Students in the low category had very limited metacognitive awareness and experienced cognitive control paralysis due to a lack of adequate prior knowledge. There is a strong correlation between metacognitive levels and successful mathematical problem-solving, thus necessitating the implementation of adaptive teaching strategies through a differentiated learning approach and reflective questioning techniques (metacognitive scaffolding).]]>
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