ABSTRACT
There is an emerging inquiry into the potential influence of gender on metacognitive skills and critical thinking in high school students. This study investigated the influence of gender on metacognitive skills and critical thinking among high school students. The research was conducted in Malang, Indonesia, with a sample of 56 science students, comprising 37 females and 19 males. Metacognitive skills and critical thinking abilities were assessed using an integrated essay-based assessment. The collected data were analyzed using one-way MANOVA. This study reveal that there is no significant gender-based difference in metacognitive and critical thinking skills. The study highlights the importance of integrating metacognitive and critical thinking skill development into educational curricula, irrespective of gender, and advocates for further exploration of individual cognitive traits and instructional strategies to enhance cognitive abilities.
