The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated strategies on problem-solving skills and self-efficacy in primary school students. This research is quantitative in the form of a factorial design with a 2x2 design. A total of 100 primary school students were the subjects of data mining through tests and questionnaires. The results of this study show that both metacognitive and self-regulated strategies separately positively influence problem-solving skills and self-efficacy. However, when combined with the analysis, it shows that there is no interaction pattern of metacognitive and self-regulated strategies in each of the problem-solving and self-efficacy variables. The use of metacognitive strategies and also self-regulation has a different impact on problem-solving which shows that students tend to be resistant to these attributes in learning. This is thought to be caused by the knowledge style and experience attributes possessed by primary school students. Apart from that, learning styles and science materials, which are mostly in the form of concepts, also have allusions, so the combination of the two needs to be analyzed more deeply. Future teachers and researchers can use this research as a basis for testing the potential interaction of many attributes and skills at certain cognitive levels.