The Role of the Dynamics of Critical Thinking and Metacognitive Ability in the Successful Learning of Indonesian High School Students

Abstract

The purpose of this study is to examine the dynamics of students’ critical and metacognitive ability skills, and their contribution to achieving the success of high school students’ Indonesian learning. This study uses a quantitative approach with a correlational design. The population of this study were students of class X SMA Negeri in East Java, with cluster random sampling technique. Data were collected through questionnaire filling techniques and summative score scores, namely the results of students’ final semester exams. The data were analyzed using bivariate analysis and multivariate correlation techniques, which were used to determine the close relationship between the three variables and to determine the direction of the relationship. The results of this study found that there was a dynamic of students’ critical thinking and metacognitive abilities ranging from the lowest score of 65 to the highest score of 92 for critical thinking ability, and the lowest score of 60 to the highest score of 93. The results of the analysis showed that the significance value of 2- tailed critical thinking and metacognitive abilities, critical thinking and metacognitive skills, critical thinking skills and learning outcomes critical thinking skills and learning outcomes, metacognitive abilities and learning outcomes 0.000 < 0.05, and 2-tailed significance value critical thinking skills, metacognitive and outcomes learning is 0.000 < 0.05, so there is a correlation between critical thinking skills, metacognitive and learning outcomes.