Problem posing and metacognitive activities in teaching-learning materials can be incorporated in student-centred teaching methods. In the other word , these tasks involve learners in specific learning process by shifting of responsibility generating new problem and reformulating given problem from teachers to students through "Inquiry -based -learning " environment. In this respect, teachers as facilitators of learning must be able to create tasks with suitable situations which engage their students in problem posing activities and improve them in this challenge via the scaffolding such as metacognitive approaches. Therefore, this paper discusses some initial findings of our research related to classification of problem posing and metacognitive activities. These effectiveness instructions may encourage educators for embedding pupils in problem posing and metacognition activities during classroom interactions.

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

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The purpose of our study was to explore students’ use of metacognitive skills during problem posing activities. This qualitative research explored the metacognitive skill of 21 secondary school students in a rural Anambas Indonesia while posing individually mathematical problems. Thinking-Aloud protocol was conducted during the problem posing activities. The audio recordings of Thinking-Aloud protocol for the students provided the data to address this question. Analysis of their written work and Thinking-Aloud protocols provided evidence of how students used metacognitive skills while problem posing and revealed different levels of these skills. Analyses of the Thinking-Aloud protocol also provided evidence for the metacognitive skills associated with planning, monitoring, and evaluation. The students used planning and monitoring skills equally. Furthermore, different levels of sophistication of planning were apparent. Students who combined these metacognitive skills demonstrated a higher level of monitoring. However, from our analyses that there was considerable overlap in the metacognitive activities associated with monitoring and evaluation.

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