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The aims of this study to examine the influence use of the metacognitive regulation to achievement student in microbiology learning. The subject matter learned are Role of Microbes in Health and Microorganism Ecology on food. Quasi-Experimental with the type of Non-equivalent Control Group Design were used in this research. Students involved in the study were 27 Biology Education students. There are two classes used in this study, namely the class using the metacognitive regulation as an experimental class consisting of 14 students and the non-metacognitive regulation class as a control consisting of 13 students. Learning is done using the method of discussion. In the experimental class discussion is assisted with questions about subject matter. The instrument used was the concept mastery test and self-reflection questionnaire. The results of the study showed that there were differences in the increasing of student achievement between those using metacognitive regulation and non-metacognitive regulation. In learning with a metacognitive regulation obtaining an increase in the average criteria score (g = 0.59), while the non-metacognitive regulation learning obtained an increase in the low criteria score (g = 0.26).