Abstracts
Abstract
Metacognition refers to the capacity to comprehend and manage one's own cognitive processes, enabling the recognition of biases and presumptions that might influence them. Numerous published studies indicate that through metacognition, enhancements in critical-thinking skills allow individuals to query information, assess data, and make more evidence-grounded decisions—a cornerstone of critical and analytical thinking. This study aims to delineate the association between metacognition and critical-thinking skills via a meta-analysis. The data sources encompass articles published on Scopus between 2013 and 2023, identified using the keywords "Metacogni*" AND "Critical Thinking". This meta-analysis included 60 studies from diverse global locations. Employing a random-effects model, the analysis evaluated both effect size and potential publication biases using Jamovi 2.2.5 and OpenMEE software. The outcomes affirm a significant correlation between metacognition and critical-thinking skills, highlighting a robust effect of metacognition on critical-thinking skills, reflected in a significant measure of r = 0.649. Thus, increasing metacognitive abilities will improve critical-thinking abilities.
Keywords:
- Critical Thinking,
- metacognition
Appendices
Bibliography
- Altay, B., & Saracalo, A. S. (2017). Investigation on the relationship among language learning strategies, critical thinking and self-regulation skills in learning English. Novitas-ROYAL (Research on Youth and Language), 11(1), 1–26.
- Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The correlation between metacognitive skills and critical thinking skills at the implementation of four different learning strategies in animal physiology lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143
- Arslan, S. (2015). Investigating predictive role of critical thinking on metacognition with structural equation modeling. The Malaysian Online Journal of Educational Science, 3(2).
- Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088. https://doi.org/10.2307/2533446
- Boran, M., & Karakuş, F. (2022). The mediator role of critical thinking disposition in the relationship between perceived problem-solving skills and metacognitive awareness of gifted and talented students. Participatory Educational Research, 9(1), 61–72. https://doi.org/10.17275/per.22.4.9.1
- Cakici, D. (2018). Metacognitive awareness and critical thinking abilities of pre-service EFL teachers. Journal of Education and Learning, 7(5), 116. https://doi.org/10.5539/jel.v7n5p116
- Can, F. (2021). Examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes. Shanlax International Journal of Education, 9(S1-May), 145–153. https://doi.org/10.34293/education.v9iS1-May.4010
- Card, N. A. (2011). Applied meta-analysis for social science research. Guilford Press.
- Chamdani, M., Ali Yusuf, F., Salimi, M., & Fajari, L. E. W. (2022). Meta-analysis study: The relationship between reflective thinking and learning achievement. Journal on Efficiency and Responsibility in Education and Science, 15(3), 181–188. https://doi.org/10.7160/eriesj.2022.150305
- Chang, C., Colón-Berlingeri, M., Mavis, B., Laird-Fick, H. S., Parker, C., & Solomon, D. (2021). Medical student progress examination performance and its relationship with metacognition, critical thinking, and self-regulated learning strategies. Academic Medicine, 96(2), 278–284. https://doi.org/10.1097/ACM.0000000000003766
- Diella, D., & Ardiansyah, R. (2017). The correlation of metacognition with critical thinking skills of Grade XI students on human excretion system concept. Jurnal Penelitian Dan Pembelajaran IPA, 3(2), 134. https://doi.org/10.30870/jppi.v3i2.2576
- Fernandez-Ortega, C., González-Bernal, J., Gonzalez-Bernal, S., Trigueros, R., Aguilar-Parra, J. M., Minguez-Minguez, L. A., Obregon, A. I., & De La Fuente Anuncibay, R. (2022). The perception of teaching, learning styles and commitment to learning and their influence on the practice of physical activity and eating habits related to the mediterranean diet in physical education students. Frontiers in Psychology, 13, 927667. https://doi.org/10.3389/fpsyg.2022.927667
- Ghasemi, A. A., & Dowlatabadi, H. R. (2018). Investigating the role of task value, surface/deep learning strategies, and higher order thinking in predicting self-regulation and language achievement. The Journal of AsiaTEFL, 15(3), 664–681. https://doi.org/10.18823/asiatefl.2018.15.3.7.664
- Guven, G., & Cakir, N. K. (2019). The relation between teachers’ attitudes towards renewable energy sources and critical thinking dispositions. Journal of Baltic Science Education, 18(5), 717–731. https://doi.org/10.33225/jbse/19.18.717
- Jin, M., & Ji, C. (2021). The correlation of metacognitive ability, self‐directed learning ability and critical thinking in nursing students: A cross‐sectional study. Nursing Open, 8(2), 936–945. https://doi.org/10.1002/nop2.702
- Karaoğlan-Yilmaz, F. G., Yilmaz, R., Üstün, A. B., & Keser, H. (2019). Examination of critical thinking standards and academic self-efficacy of teacher candidates as a predictor of metacognitive thinking skills through structural equation modelling. Kuramsal Eğitimbilim, 12(4), 1239–1256. https://doi.org/10.30831/akukeg.467435
- Kozikoğlu, İ. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111–130.
- Kriswanto, E. S., Pambudi, A. F., Retnawati, H., Siswantoyo, S., Arifin, S., & Putranta, H. (2021). Effect of leg length on running speed of sports and health sciences students in Indonesia: A meta-analysis study. Journal of Physical Education and Sport, 21(05), 2697–2705. https://doi.org/10.7752/jpes.2021.05359
- Kurt, U., & Sezek, F. (2022). The effect of using different teaching methods on high-level skills in science lessons. Science Education International, 33(2), 146–155. https://doi.org/10.33828/sei.v33.i2.2
- Leasa, M. (2018). The correlation between emotional intelligence and critical thinking skills with different learning styles in science learning. AIP Conference Proceedings International Conference on Science and Applied Science (ICSAS) 2018, 1–8. https://doi.org/10.1063/1.5054539
- Lehmann, T. (2022). Student teachers’ knowledge integration across conceptual borders: The role of study approaches, learning strategies, beliefs, and motivation. European Journal of Psychology of Education, 37(4), 1189–1216. https://doi.org/10.1007/s10212-021-00577-7
- Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 184. https://doi.org/10.3390/bs10120184
- Lin, L., & Chu, H. (2018). Quantifying publication bias in meta-analysis. Biometrics, 74(3), 785–794. https://doi.org/10.1111/biom.12817
- Maoulida, H., Madhukar, M., & Celume, M.-P. (2023). A case study of 21st century cognitive, social and emotional competencies using online-learning. Journal of Intelligence, 11(6), 116. https://doi.org/10.3390/jintelligence11060116
- Marquès Puig, J. M., Daradoumis, T., Arguedas, M., & Calvet Liñan, L. (2022). Using a distributed systems laboratory to facilitate students’ cognitive, metacognitive and critical thinking strategy use. Journal of Computer Assisted Learning, 38(1), 209–222. https://doi.org/10.1111/jcal.12605
- Maynes, J. (2015). Critical thinking and cognitive bias. Informal Logic, 35(2), 183–203. https://doi.org/10.22329/il.v35i2.4187
- McMillan, M. A., Little, P. J., Yoon, S., & Park, M. (2022). Critical thinking and metacognition: Processes and outcomes within the learning cycles. Journal of Problem-Based Learning, 9(2), 110–118. https://doi.org/10.24313/jpbl.2022.00213
- Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
- Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31752
- Nusantari, E., Abdul, A., Damopolii, I., Salim, A., & Suleiman, B. (2021). Combination of discovery learning and metacognitive knowledge strategy to enhance students’ critical thinking skills. European Journal of Educational Research, 10(4), 1781–1791. https://doi.org/10.12973/eu-jer.10.4.1781
- Pamungkas, Z. S., Aminah, N. S., & Nurosyid, F. (2019). Analysis of student critical thinking skill in solving fluid static concept based on metacognition level. Journal of Physics: Conf. Series 1153 (2019) 012126, 1–6. https://doi.org/10.1088/1742-6596/1153/1/012126
- Popova, Y., Abdualiyeva, M., Torebek, Y., Yelshibekov, N., & Omashova, G. (2022). Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience. Frontiers in Education, 7, 986093. https://doi.org/10.3389/feduc.2022.986093
- Rahman, M. M. (2019). 21st century skill “problem solving”: Defining the concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917
- Ridwan, M. R., Hadi, S., & Jailani, J. (2023). A meta-analysis of numerical aptitude’s effect on learning outcomes and mathematical ability. TEM Journal, 12(1), 434–444. https://doi.org/10.18421/TEM121-53
- Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219
- Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638
- Sadeghi, B., Hassani, M. T., & Rahmatkhah, M. (2014). The relationship between EFL learners’ metacognitive strategies, and their critical thinking. Journal of Language Teaching and Research, 5(5), 1167–1175. https://doi.org/10.4304/jltr.5.5.1167-1175
- Sannathimmappa, M. B., Nambiar, V., & Aravindakshan, R. (2022). Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students. Journal of Advances in Medical Education and Professionalism, 10(3), 172–178. https://doi.org/10.30476/jamp.2022.94275.1576
- Son, H. K. (2020). Effects of S-PBL in maternity nursing clinical practicum on learning attitude, metacognition, and critical thinking in nursing students: A quasi-experimental design. International Journal of Environmental Research and Public Health, 17(21), 7866. https://doi.org/10.3390/ijerph17217866
- Sukarno, S., & Musyafa, A. (2021). Analysis of metacognition ability and critical thinking skills of students in integrated Islamic education institutions. INNOVATIO: Journal for Religious Innovation Studies, 21(1), 1–17. https://doi.org/10.30631/innovatio.v21i1.124
- Sulaiman, A. (2018). Critical-thinking assessment table: A novel strategy to foster students’ critical thinking dispositions. Jurnal Ilmiah Psikologi Terapan, 6(2), 178–193. https://doi.org/10.22219/jipt.v6i2.5892
- Teng, M. F., & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 18(1), 237–260. https://doi.org/10.1007/s11409-022-09328-5
- Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Lirola, M. J., García-Luengo, A. V., Rocamora-Pérez, P., & López-Liria, R. (2020). The influence of teachers on motivation and academic stress and their effect on the learning strategies of university students. International Journal of Environmental Research and Public Health, 17(23), 1–11. https://doi.org/10.3390/ijerph17239089
- Tuaputty, H., Leasa, M., Corebima, A. D., & Batlolona, J. R. (2021). The correlation between critical thinking skills and cognitive learning outcomes. İlköğretim Online, 20(1). https://doi.org/10.17051/ilkonline.2021.01.029
- Usman, A., Susilo, H., Suwono, H., & D. Corebima, A. (2021). The contributions of metacognitive skills towards the retention of different academic ability students for the implementation of several learning models. International Journal of Education and Practice, 9(3), 550–567. https://doi.org/10.18488/journal.61.2021.93.550.567