Hubungan antara Keterampilan Metakognitif dan Keterampilan Berpikir Kritis Siswa Madrasah Aliyah

Itsbatul Amanah; Lukluk Ibana; Moch. Haikal

doi:10.36312/mj.v2i2.2718

Authors

Itsbatul Amanah Universitas Islam Madura
Lukluk Ibana Universitas Islam Madura
Moch. Haikal Universitas Islam Madura

DOI:

https://doi.org/10.36312/mj.v2i2.2718

Keywords:

keterampilan metakognitif, keterampilan berpikir kritis, pembelajaran madrasah, rubrik esai, regresi linier

Abstract

Minimnya pembelajaran yang mendukung keterampilan metakognitif di madrasah menjadi dasar penting untuk menguji keterkaitan dengan keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk menganalisis hubungan antara keterampilan metakognitif dan keterampilan berpikir kritis pada siswa kelas X MA Miftahul Ulum Bettet Pamekasan. Pendekatan kuantitatif korelasional digunakan dalam studi ini, dengan partisipasi sebanyak 23 siswa. Data diperoleh melalui tes esai yang dinilai menggunakan rubrik metakognitif dan rubrik berpikir kritis yang telah divalidasi. Hasil analisis korelasi Pearson menunjukkan adanya hubungan yang sangat kuat dan signifikan antara kedua variabel (r = 0,890; p < 0,001). Analisis regresi linier sederhana menghasilkan model prediktif yang bermakna (F(1,21) = 79,8; p < 0,001) dengan koefisien determinasi (R²) sebesar 0,792. Hasil ini mengindikasikan pentingnya pengintegrasian strategi metakognitif dalam pembelajaran untuk mengasah keterampilan berpikir kritis siswa madrasah. Kontribusi teoretis dari studi ini mendukung pentingnya metakognisi sebagai fondasi dalam pengembangan keterampilan berpikir tingkat tinggi pada konteks pendidikan Islam.

The Relationship Between Metacognitive Skills and Critical Thinking Abilities Among Madrasah Aliyah Students

Abstract: The limited integration of metacognitive strategies in madrasah learning environments highlights the need to explore their relationship with students’ critical thinking skills. This study aims to examine the correlation between metacognitive skills and critical thinking abilities among tenth-grade students at MA Miftahul Ulum Bettet Pamekasan. Employing a quantitative correlational design, data were collected from 23 participants using essay-based assessments scored with validated metacognitive and critical thinking rubrics. Pearson correlation analysis revealed a strong and significant relationship between the two variables (r = 0.890; p < 0.001). Simple linear regression produced a predictive model (F(1,21) = 79.8; p < 0.001) with a determination coefficient (R²) of 0.792. These findings emphasize the importance of integrating metacognitive strategies into instructional practices to foster students’ critical thinking in Islamic education contexts. The study offers theoretical insights into the foundational role of metacognition in promoting higher-order thinking skills among madrasah learners.

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