Metacognitive development through three-phase critical thinking intervention among Indonesian secondary students

This study investigated the effectiveness of a scaffolded three-phase critical thinking intervention integrating metacognitive development among Indonesian secondary students. Using a convergent parallel mixed-methods design within a transformative paradigm, the 7-week intervention progressed systematically from foundational skill-building through metacognitive development to collaborative application with 41 secondary students (24 males, 17 females) in Central Indonesia. Quantitative measures included the Cornell Critical Thinking Test and Argument Analysis Assessment, complemented by qualitative data from observations, reflective journals, and student artifacts. Results demonstrated significant improvements in critical thinking abilities (d = 1.45), with metacognitive awareness mediating between instructional components and outcomes. While overall performance showed no significant gender differences, distinct patterns emerged in argumentation approaches, with mixed-gender groups demonstrating superior collaborative outcomes. The findings validate the three-phase model while offering evidence-based strategies for developing critical thinking capabilities regardless of prior achievement levels, gender, or cultural background.