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The metacognition profile is a natural and intact description of a person's cognition which involves his own conscious thinking in terms of using his knowledge (declarative, procedural, and conditional), and the ability to plan his thinking process, monitor his thought processes, and evaluate the process and outcomes of one's thinking when understand a concept. The purpose of this research is (1) To produce metacognition profile of female mathematics education student in understand the concept of integral calculus, and (2) to produce metacognition profile of male mathematics education student in understand the concept of integral calculus. The subjects of this study are mathematics education students who have studied integral calculus, and male and female sex, and are in the same semester. This type of research is explorative with qualitative approach. This explorative research is intended to explore metacognition of mathematics education students in understand the concept of integral calculus so as to obtain a large profile of students' metacognition. The main data collection of this study was obtained by using the technique Interview. In addition, there are supporting data that is the result of the written work of research subjects (SP) in understanding the questions of integral calculus. The results of this study are as follows: (1) The ability of female students to interpret the form of words to the indefinite integral notation and from image form to definite integral notation must be correct and able to give the reason. Means that female students have developed declarative, procedural, and conditional knowledge. Female students are also able to plan, monitor and evaluate the settlement measures. This means that female students have developed metacognition skills; (2) The ability of male students to interpret the form of words to the indefinite integral notation and from image form to integral notation is certainly correct but has not been able to give a reason. Means that male students only develop declarative knowledge. Male students are less able to plan, monitor and evaluate the settlement measures. This means that male students have not been able to develop metacognition skills