<![CDATA[This study aims to examine the effect of metacognitive questions embedded in Self-Correction Worksheets (SCWs) on fourth-grade students' mathematical proficiency in fractions and to describe changes in students' error patterns based on Newman's Error Analysis. The method used was a quasi-experiment with a non-equivalent control group design involving 58 elementary school students in Purwakarta, consisting of 30 students in the experimental group and 28 students in the control group; data were collected through essay tests, three SCW sessions, and Newman error coding, then analysed using an independent-samples t-test, Cohen's d, normalized gain, and error reduction rate. The results show that the posttest mean of the experimental group (82.50) was higher than that of the control group (70.54), with a significant difference (p < 0.001) and a large effect size (|d| = 1.424); the normalized gain of the experimental group (0.64) was also higher than that of the control group (0.43), while comprehension and transformation errors showed the strongest reductions. In conclusion, metacognitive questions in SCWs effectively improve students' mathematical proficiency while providing diagnostic information about error stages that teachers can use to design follow-up fraction instruction. Keywords: Fractions; Mathematical Proficiency; Metacognitive Questioning; Newman Error Analysis; Self-Correction Worksheets]]>
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