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The objective of this research is to produce reflective-metacognitive learning model that valid, practice, and effective to improve student’s metacognition ability. This study is developmental research which consist of 2 stages: 1) pre-developmental stage; and 2) developmental stage. Validity test of reflective-metacognitive learning model has validated on Focus Group Disscussion (FGD) forum and its result shows that the model contently and constructly is very valid categorized. Validity of learning tools including: sillaby, lesson plan, student and teacher textbook, students’ worksheet, metacognition knowledge test, metacognition activity and skills rubric, and metacognition awareness questionnaire also declared very valid. Analysis result shows that: 1) feasibility of lesson plan has done with very good category (average: 3.94); 2) students’ respon on learning is very strong (average: 83.43%); and 3) Obstacles found during learning is student difficulties in conducting scientific activities at the initial meeting. The analysis result of reflective-metacognitive learning model effectiveness shows: 1) student’s metacognition knowledge improve with 0.766 of N-Gain score; 2) students’ metacognition skills and activities improve for each meeting; and 3) students’ metacognition awareness improve with medium caregory. Based on the results can be conclude that reflective-metacognitive learning model is valid, practical, and effective to improve student metacognition ability.

learning model development, reflective-metacognitive, metacognition ability