Reading comprehension is a fundamental skill for English as a Foreign Language (EFL) students, yet many students face challenges in fully understanding texts due to the lack of effective strategies. This study aims to explore the use of metacognitive strategies in reading comprehension among EFL students at UIN Ar-Raniry. Using a quantitative research method, data were collected through the Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire. The findings indicate that students frequently use metacognitive strategies such as planning, monitoring, and evaluating during the reading process. However, the level of strategy usage varies among individuals, influencing their reading comprehension outcomes. This study concludes that metacognitive strategies play a crucial role in enhancing reading comprehension and recommends that educators provide explicit training on these strategies to optimize students' learning outcomes. Future research could focus on expanding the sample size or exploring the impact of metacognitive strategies on other language skills.