The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.

The integration of AI tools in education is reshaping how students view and interact with their learning experiences. As AI usage continues to grow, it becomes increasingly important to understand how students' perceptions of AI technology impact their academic performance and learning behaviours. To investigate these effects, we conducted a correlational study with a sample of 44 students to examine the relationship between students' perceptions of ChatGPT’s utility—focusing on usage frequency, perceived usefulness, accuracy, reliability, and time efficiency—and key academic outcomes, including content mastery, confidence in knowledge, and grade improvement. Additionally, we explored how these perceptions influence student behaviours, such as reliance on ChatGPT, procrastination tendencies, and the potential risk of plagiarism. The canonical correlation analysis revealed a statistically significant relationship between students' perceptions of ChatGPT's utility and their academic outcomes. Students who viewed ChatGPT as reliable and efficient tended to report higher grades, improved understanding of the material, and greater confidence in their knowledge. Furthermore, the bivariate correlation analysis revealed a significant relationship between dependency on ChatGPT and procrastination (r = 0.546, p < .001), indicating that a higher reliance on AI tools may contribute to increased procrastination. No statistically significant association was identified between ChatGPT dependency and the risk of plagiarism. Future research should prioritize the development of strategies that promote the effective use of AI while minimizing the risk of over-reliance. Such efforts can enhance academic integrity and support independent learning. Educators play a critical role in this process by guiding students to balance the advantages of AI with the cultivation of critical thinking skills and adherence to ethical academic practices.