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One of the skills needs in the 21^st century is thinking skills including metacognitive skills. This study aims to describe one potential solution (i.e., metacognitive skills) to reduce or ameliorate some of the problems in chemistry problem-solving to enhancing academic achievement. More and more studies are suggesting that college students who are learned to use metacognitive skills are more resilient and more successful, both in and out of campus. This study was mixed methods research with embedded experimental model approach. The sample of this study was the college students of chemistry class academic year 2018/2019 as many as 43 people. The metacognitive skills of college students were measured by essays and college students’ respond was measured using the questionnaire. The research instruments were validated before use. Research data were analyzed descriptively qualitative and quantitative. The results showed that: (1) performance of metacognitive skills college students have high and very high criteria in learning chemistry on each indicator includes goal setting, identify the known knowledge, determining the learning strategies, monitoring the relevance of knowledge which has been owned with learning strategies are used, monitoring the achievement of the goal in the making conclusions, and evaluating the process and outcomes of thinking, and (2) most of college students are willing to join to this teaching-learning activity. Based on the results of the research, metacognitive skills can be used solution to enhancing academic achievement in chemistry problem-solving.

metacognitive skills, academic achievement, chemistry problem-solving