The objective of this study is to investigate the effects of instructional strategies and thinking style on reasoning ability. The study was conducted at the State Institute for Islamic Studies (IAIN) Sultan Thaha Saifuddin Jambi, with of method 2x2 factorial design. This study find that (1) reasoning ability of the students who use metacognition strategy is higher that of those who use conventional strategy, (2) reasoning ability of the students with divergent thinking style who use metacognition strategy is higher than those who use conventional strategy, (3) reasoning ability of the students with convergent thinking style who use metacognition strategy is lower than that of those who use conventional strategy, and (4) there is an interaction between instructional strategies and thinking style that effects students' reasoning ability. The study concludes that instructional strategies of metacognition effects the reasoning ability in learning, particularly for students who have divergent thinking style.