However, in this process, by exercising their brain by thinking or trying to solve the problem, the more students exercise their brain, the solutions to the problems become easier and simpler. This allows them to more easily adapt to different problems assigned in different courses and know when to use a particular learning strategy to solve a problem. A very good example might be a student trying to solve a drawing problem on a sketchbook. from an art class and word problems from a math class, it is clear that the first problem requires deep observation skills while the second problem requires mathematical knowledge. However, these problems have two things in common. First, solving every problem requires thinking directed toward achieving a goal. Second, they both require the use of metacognition, which is awareness of one's cognitive processes. The difference between being a good or bad problem solver often lies in the ability to reflect on one's problem-solving activities (Gardner 1991). When students think about their own problem-solving activities, it involves being aware of the different parts of the problems they are trying to solve. Research has shown that awareness of how strategies previously used to solve one problem can be used to solve another (Irene Fortunato) "also highlights the importance of problem solving as a method of inquiry for help students recognize the usefulness of