ABSTRACT
In the context of biology education, the crucial link between metacognition, critical thinking, and learning outcomes has garnered increasing attention. This study examines the relationship between metacognitive skills, critical thinking abilities, and biology learning outcomes among high school students in Malang. Through integrated essay tests, the research evaluates metacognition and critical thinking, revealing a significant association between these cognitive dimensions (F = 12.828, p<0.05) that contributes to 28.6% of the variance in biology learning outcomes. The findings underscore the importance of fostering metacognitive and critical thinking strategies in biology education, providing students with effective learning tools and analytical approaches. Integrating these skills into curricula can cultivate adaptable learners capable of tackling academic challenges and real-world issues. This research informs educational practices and policies, offering a transformative approach to empower students with essential skills for their academic and personal growth.
