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The fundamental problem in developing countries such as in Indonesia is the low of students’ metacognitive skills and understanding of chemistry. i-SMART learning model (Identifying and representing problems, Selecting strategies and plans, Making solutions with monitoring strategies used, Analyzing and evaluating, Reflecting, and Transferring) is a learning model that involves metacognition in solving chemical problems. This research aims to analyses effectiveness of i-SMART model to improve metacognition skills and students’conceptual understanding. This research was conducted using three classes in different schools, each consisting of 30 students of class XI MIA Senior High School (Banjarmasin, Indonesia). A preliminary test (pre-test) and a post-test were applied to the class (groups) that assumed to have the same level of knowledge and skills. Data collection through tests, observations, and questionnaires. The data were analyzed using the n-gain, paired t test/Wilcoxon test and Kruskal Wallis test. The results showed that: (1) students' metacognition skills increased significantly with n-gain consistent in the high gain category, (2) the understanding of students' concepts increases significantly with n-gain consistent in the high gain category. The conclusion is that the i-SMART model developed is effective to improve  metacognition skills and students’ conceptual understanding. Metacognitive developments occur side by side with conceptual understanding.

i-SMART Learning Model; Problem Solving; Metacognitive Skills; Conceptual Understanding