AbstractThe purposes of this study was to develop and to validate a model of metacognitive-based teaching and learning of mathematics and to analyze phases how to utilize student metacognitive in solving algebra problems. There are two phases in developing a model of metacognitive-based teaching and learning of mathematics. Phase 1 consists of four stages, namely: a) preliminary study, based on theoretical basis and previous studies; b) model planning, which consists of instrument planning and component of teaching and learning, and also a model book; c) realization; d) model validity, tryout, and refinement. Meanwhile, phase 2 covers the implementation of the developed model and the study into the prosedures of metacognitive treatment. The results show that the development of a model of metacognitive-based teaching and learning is valid, practical, and effective. If the average number of the metacognitive treatment in solving algebra problem namely awareness, cognitive strategy, planning, and.....