This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and selfregulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One experimental group and one control group were used, and the students were grouped into three categories based on their mathematical prior knowledge (high, medium and low). The instruments of this study were a short-answer-MPK test, an essay MLTA test, and a SRL scale. The data were analyzed by using Anova, t-test, Mann-Whitney test, and Kruskal-Wallis test. The study find that compared to conventional learning, MTL gave better influence on students with medium MPK in MLTA and gave an overall better effect on students in SRL. However, for entirely students, the students' grades of SRL are fairly good, but the students' grades of MLTA are still low. There is no interaction between learning approaches and MPK on improving MLTA, and there is an interaction between learning approaches and MPK on improving SRL.

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This paper describes how mathematical Self-Regulated Learning (SRL) owned by students and teachers in elementary education, which has been taken from a series of surveys of 379 students and 255 teachers in ten cities/regencies in Indonesia. Based on the results obtained, in some indicators, it still indicates a level of mathematical SRL that is of concern. However, both students and teachers in general have already had sufficient mathematical SRL, even though it does not show high levels. Several teachers and students still experience high level of anxiety when facing assignments or challenges, but they still feel motivated to complete the challenges by themselves.