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The aims of the study was the level of mathematical metacognition and connection ability, the process of answering the problem of metacognition and connection problems, the difficulty of students solving metacognition and connection problems of high, medium, low and very low ability. Qualitative analysis of descriptive analysis. Subjects of class VIII numbered 38 people. Research Results metacognitive ability is very low 13 percent, low 37 percent, moderate 18percent and high 32 percent, connection ability is very low 16percent, low 39 percent, moderate 29 percent and high 16percent, the process of student answers is described there is no conflict with the agreement exist in mathematics. Metacognition of high-level students meets planning indicators, monitoring indicators and assessment indicators, is capable of fulfilling planning indicators, does not meet monitoring indicators and assessment indicators, low-ability students do not meet planning indicators, monitor indicators and assessment indicators, very low ability does not meet planning indicators, planning indicators and assessment indicators, mathematical connections of high-ability students fulfill connection indicators between mathematical topics, connections with other sciences and connections with real life, are capable of not meeting connection indicators between mathematical topics, fulfilling connection indicators with other sciences and connections with real life, very low ability does not meet the connection indicators between mathematical topics, connections with other sciences and connections with real life.