In the learning process to explore their knowledge, learners are expected to actively process information, using prior knowledge, skills, and strategies (Martín-Blas & Serrano-Fernández, 2009); (Zimmerman & Schunk, 2018);(Cahyono et al., 2017). De Corter explains that learning is the process of knowledge building and meaning construction is constructive, cumulative, selforganizing, goal-oriented, and collaborative (De Corte, 2000;(Redvall, 2009). Therefore, educators no longer only focus on the transfer of knowledge knowledge, but also on metacognitive knowledge (Guillory et al., 2006)(Sugrah, 2019). From this information, to find out metacognition knowledge, it is necessary to describe various theories about metacognition skills and what important functions metacognition skills have for students.

Metacognition is an awareness of how students learn, observe their level of understanding, assess the difficulty of a problem, make the information they have to achieve their goals and assess their learning abilities (Krathwohl & Anderson, 2009)(Bloom, n.d.;Wang, 2009). In other words, the metacognitive ability is the ability that individuals have to control their learning stages starting from the planning phase, choosing appropriate strategies when solving problems, monitoring learning progress and correcting if there are errors when understanding concepts, and being able to analyze the effectiveness of the strategies they choose (Azizah, 2021;(Abdelrahman, 2020);(Agustin et al., 2022)). So metacognition knowledge is the process of thinking about one's cognition, selfregulation, and learning strategies to analyze, draw conclusions, and practice what has been learned. Metacognitive knowledge refers to learners' knowledge about their cognition, cognitive functions, and possibly others (De Jager, Bernadet et al., 2007;(Zohar, 1999);(Rahman, 2012)). According to De Jager, metacognitive knowledge is expanded through reflection on learning experiences and can be used in planning subsequent learning tasks. As metacognition does not develop automatically in all learners, teachers play an important role in its development ((Cera et al., 2013);Khairuddin et al., 2022;(Herman & Fatimah, 2023)).

Good metacognition skills will make the learning process of students more meaningful through the selection of strategies for improving future cognitive abilities (Ardianingsih & Salim, 2019). Simultaneously, metacognition ability can be seen in how learners analyze their learning process and solve a problem. Metacognition can lead learners to recognize their way of thinking so that they not only memorize concepts and principles in learning but can also understand them correctly (Çer & Şahin, 2016;Herman & Naldi, 2007).

Learners are directed to be able to observe what they know and do, and to reflect on what they observe. Eggen and Kauchak explained that metacognitive knowledge helps learners understand and regulate their learning process so that they become self-regulated learners (Cera et al., 2014). Good metacognition will encourage learners to become independent learners (Çer & Şahin, 2016; (Jannah, 2014)).

The importance of metacognitive skills stated by (Sari & Sumilah, 2021) is that through good metacognitive knowledge, students can carry out many of their learning tasks more effectively. Metacognitive skills play an important role in students' learning activities, especially in problem-solving, so they need to be applied by being taught and assessed by teachers in the classroom (Pintrich, 2010;(Unknown Author, 2013);(Agustin et al., 2022)).

The demand for organizations to always be responsive increases when conditions are unstable, uncertain, and complicated. Namely an era called Volatility, Uncertainty, Complexity, and Ambiguity (VUCA). Volatility can be interpreted as the emergence of changes that are very fast and occur continuously. Uncertainty means the inability to predict the possibility of unexpected events (Utama, 2023; Atrup & Putra, 2018). Complexity refers to the presence of many factors but they are all related without a clear cause-and-effect pattern. Ambiguity is defined as difficulty when interpreting current circumstances and reality.

In the past, starting in 1990, VUCA was an acronym used by American military forces to describe extreme conditions in Afghanistan and Iraq which were considered volatile, uncertain, complex, and ambiguous. Subsequently, this term developed to be used in the business world as a description of fluctuating business situations. This changing condition is influenced by many factors, for example political, social, technological, cultural, and environmental. Plus, digitalization in various sectors (Rachmawati, 2017).

VUCA is an era where change occurs continuously, so there are opportunities for innovation in it. In the VUCA era, there is also a secret strategy that can inspire someone to manage the four VUCA components (Johansen 2012;Sholahuddin & Prasojo, 2022). In the VUCA era, the world is hit by uncertainty affecting the political, economic, technological, and other sectors. It is important for organizational leaders to always be able to face the VUCA era in their environment (Mishra 2020;Hadar et al., 2020).

Subsequently, this term developed widely and became a topic of discussion in other sciences, not only in the field of leadership. VUCA is intended as an embodiment of a world that continues to develop, change, and never stagnate. The rate of change that is currently occurring is at an unpredictable pace, and the complexity, ambiguity, and uncertainty of whatever direction this change will lead to is unpredictable. In this study, we will examine how to face the transition to the VUCA era if it is linked to nationalism, with all the new challenges that have the potential to be faced in the future (Soraya et al., 2022; Mukhlisah, 2021; Stewart et al., 2016).

Likewise, challenges in the world of education are now increasingly complex and rapidly developing, including universities in Indonesia. Universities are now required to be able to train their students to be able to handle complex problems and systems both in scientific environments and the world of work (Delaney, Pattinson, Mc Carthy, & Beecham, 2017; Longmore, Grant, & Golnaraghi, 2018; Mishra & Mehta, 2017). Higher education institutions in Indonesia must be able to produce graduates who are versatile and able to adapt to what is currently called the VUCA Era which has the characteristics of "volatile, uncertain, complex, and ambiguous" (Davie, 2013; Arvanto et al., 2023).

Based on the results of research conducted by (Putri et al., 2021), it is proven that students who have good metacognition skills tend to be able to compile complete lesson plans by directing their awareness and organizing their thoughts. As for the research conducted by William Merriman and John Marazita on the importance of word awareness and the meaning of lexical ignorance. According to his research children need to monitor their knowledge of the meaning of words children need to be able to realize that there are gaps in their lexis. In other words, understanding metacognition about oneself and others is very important in language learning, where children not only need to understand the referent of a word but also monitor their knowledge about words and the world in general (Riyadi & Nugrahaningsih, 2015). Learners' metacognition skills have a relationship with their achievement learning (Maesyaroh et al., 2020-03). In addition, there are several prerequisites for improving metacognition skills, including a curriculum that interests learners, integration of assessment, consistent practice, explicitly stated learning strategies, and verbalization (Ellis et al., 2014;(Agustin et al., 2021);(Martín-Blas & Serrano-Fernández, 2009)). Some of these studies show the importance of metacognition for learners, but research on teacher perceptions of the importance of student metacognition has not been done much.

Understanding metacognition in the world of education in the VUCA era has been in the spotlight of teachers and educational figures who consider that in the VUCA era teachers' understanding of student metacognition must be improved. This is done to measure and understand the skills that students have in absorbing science and technology that is developing today. Teachers' perceptions of students' metacognition development need to be studied more deeply so that teachers' understanding of students' metacognition becomes a benchmark in the development of students' skills (Abdelrahman, 2020) (Jannah, 2014) (Zohar, 1999).

For this reason, it is the role of the teacher who supports the development of metacognition skills. Before teachers develop metacognition skills in their cognitive activities, teachers must first understand the ability of metacognition and how important metacognition skills can improve the learning outcomes of their students. Teachers should also understand suitable models to develop learners' metacognition, measurement of metacognition (skills and knowledge), and students' intelligence. If teachers do not understand the importance of learners' metacognition skills and do not understand how to prescribe metacognition strategies, learning achievement will be less than optimal. Teachers apply the right model with the delivery of material and a learning environment that is suitable for the students' support and impact on improving students' metacognition skills ((Ardianingsih & Salim, 2019); (Agustin et al., 2018); (Zimmerman & Schunk, 2018)).

Based on the results of observations and exposure to previous research on metacognition competence, shows that students must be equipped with metacognition skills in learning so that these students can understand how to learn independently effectively, be able to think critically, and be able to solve problems according to their conditions, and abilities. This can be realized if the teacher can master and perceive students' ability to understand metacognition for learning, but this still needs to be studied and conducted in-depth research related to teacher perceptions in understanding student metacognition in learning.

From the above problems, the researcher formulated several problems in the form of questions as follows: How do teachers perceive the importance of elementary school students' metacognition skills in learning? The question is expected to reveal the object of research in the form of teachers' understanding of the definition, types of knowledge, and aspects of student metacognition, as well as students' metacognitive abilities themselves.

The objects of this study are 1) teachers' understanding of the meaning of metacognition skills, 2) metacognition skills for elementary school students, 3) understanding of the types of metacognition knowledge, and 4) understanding of metacognition aspects, namely cognition knowledge and cognition regulation, where these objects are obtained through analysis of elementary school teachers' perceptions of the importance of metacognition skills in the context of VUCA era. The research was conducted in January 2023 by distributing observation sheets to teachers across West Java and Makassar.

To achieve these objectives, this research uses a qualitative approach with descriptive methods. Qualitative research is a process of understanding human or social phenomena by creating a comprehensive and complex picture that can be presented in words, reporting detailed views obtained from informant sources, and conducted in a natural setting (Walidin, Saifullah & Tabrani, 2015: 77;(Nassaji, 2015)). Meanwhile, descriptive qualitative is a method that explains facts by scientific situations that are arranged systematically through words or descriptive harmonized or adjusted research results that have been obtained (Anggito & Setiawan, 2018;(Agustin & Nurihsan, 2011);(Milles & Huberman, 1984)). This qualitative method with a descriptive approach is used in this study to find out and analyze the results of the study from the description of the results of field research on the importance of metacognition for students.

The type of data used is qualitative data. Data sources in this study were obtained from primary and secondary data. Primary data sources are data from informants and elementary school teachers. Primary sources are often referred to as research subjects, as the main informants, and even autori-active in providing information relevant to what researchers need (Karim et al., 2023). Meanwhile, secondary data is in the form of data obtained during the literature study, in the form of literature and written data relating to the research to be studied. The sampling technique used in the study (Cahyono et al., 2017)(Guillory et al., 2006)(Sugrah, 2019).

This is probability sampling with the type of sampling being random cluster or area (Cluster/random sampling). Probability sampling is a sampling technique that provides equal opportunities for each element or member of the population to be selected as a sample (Sugiono, 2014; (Krathwohl & Anderson, 2009)).

The data collection techniques used were observation and document study. The instruments used were observation sheets and documentation checklists ((Karim et al., 2022); (Assessing and evaluating adult learning in career and technical education, 2010); (Jannah et al., 2022)). The components of the observation sheet for elementary school teachers' perceptions of the importance of cognition skills are as follows:

For the information collected in the form of teacher perceptions through observation sheets, researchers conducted qualitative data analysis with the stages of reduction, display, and interpretation (Karim et al., 2023), the reduction was carried out to filter information from teachers who did not, the display was carried out to filter information from teachers who did not pattern the filtered information, and interpretation to interpret the information. Then the final information from the in-Forman is validated by triangulation techniques, at least confirming the data source from observation with documentation ((Karim et al., 2020); (Nurkholis et al., 2021)), so that the problem formulation can be answered.

Based on the results of research conducted in elementary schools on the importance of metacognition for students in the VUCA era, it can be concluded that metacognition ability in students is one of the important indicators in learning because with metacognition ability students can learn effectively, independently, be able to solve learning problems and always think critically in learning. Therefore, the teacher's ability to understand student metacognition is the most important thing in learning so that the teacher can measure the level of student understanding in absorbing learning. This shows that elementary school teachers must understand how important metacognitive abilities are because metacognitive abilities are the ability to understand, control, and regulate one's thinking process. This ability allows a person to be more effective in processing information, solving problems, and making decisions. The importance of metacognitive skills in elementary school students cannot be ignored as it has a significant impact on their intellectual and academic development.

This metacognitive ability has several types of knowledge, namely knowledge of the world, knowledge of the world, and knowledge of the world (conditional knowledge). In addition, metacognition in the VUCA era also has the main aspects that must be understood, namely knowledge and regulation.