AM Analysis of Metacognition Ability and Critical Thinking Skills of Students in Integrated Islamic Education Institutions

Metacognition and critical thinking skills are essential elements in creating good quality and competitive humans in the future. Therefore, this study aims to describe students' metacognitive abilities and critical thinking skills in Integrated Islamic Junior High School in Jambi. The writer uses a quantitative approach in this study and survey techniques to collect the data. There are 200 students from various Integrated Islamic Junior High Schools in Jambi involved in this study. After validating the data through validated instruments, the research reveals that: (1) The highest metacognitive ability of students at the Integrated Islamic Junior High School is in Procedural Knowledge (PK), which is an average value of 7.4 in the "good" category. Cognition Management (P) and Management of Information Management (IMS), with an average score of 6.6 and 6.5, respectively, are in a suitable category. The lowest metacognitive ability is the ability of self-evaluation ability (3,1) in the "low" category, while other abilities are in the "medium" category, (2) the critical thinking ability of students at Integrated Islamic Junior High School in Jambi is relatively good. As many as three of the five measured aspects are in the "good" category, and the rest (two aspects) are in the "medium" category. Thus, no aspect is measured to have the ability with the "low" category. In general, it shows that students' critical thinking on average at the Integrated Islamic Junior High School in Jambi have good critical thinking skills.


Introduction
As a perfect religion, Islam places a high value on the quality of human life. It means that Islamic teachings are relatively high status and the importance of science. Islam as a religion requires each of its adherents to pursue high knowledge. The term "knowledge" is listed 780 times in the Al-Qur'an 1 . Misbahuddin mentions that the Al-Qur'an is a source of knowledge 2 . In fact, Allah always encourages scientists to observe the kingdoms of the heavens and the earth, as well as everything else that Allah has created, in order to be more convinced of God's power. Science, as an indicator of the quality of human life, holds an important place in Islam 3 . The essence of Islam's knowledge comprises facilities, processes, and goals 4 . Science is the entire conscious effort to investigate, discover, and improve human understanding from various aspects of reality in the human realm 5 . The essence of knowledge in Islam is a means (facility) to increase faith and devotion to Allah 6 . Thus, the essence of this knowledge must receive serious attention from teachers during the Islamic education process. The focus is to ensure that learning in Islamic educational institutions is driven by and by the essence of knowledge.
In addition to understanding the nature of science, the success of an educational process is also caused by understanding the mastery of educational goals itself. The aim of Islamic education is to produce humans with good moral values, who can put things in the right place based on real honor, who will use the right methods to achieve the right goals, and who will struggle for anything to achieve the right goals 7 . Meanwhile, the aim of Islamic education is to produce students who are truthful, trustworthy, keep their promises, fair, enjoy helping others, and are consistent in their kindness 8 . The purpose of Islamic education is to develop a harmonious relationship with Allah, fellow humans, himself, and the environment by practicing the aforementioned characteristics 9 . Meanwhile, the goal of Islamic education is to develop Muslim personalities 10 . As a result, it is clear that the ultimate purpose of Islamic education is to create humans who are selfaware enough to think and act in accordance with Islamic teachings.
Student learning outcomes are one indicator of whether educational objectives are met during the learning process. Learning outcomes are measured to determine the achievement of educational goals, so learning outcomes must be parallel with educational goals 11 . Educational goals must also be in line with each student's learning results 12 . As a result, the educational or learning process must be oriented toward achieving learning outcomes. Learning outcomes are abilities that students possess after undergoing a learning experience that results in behavioral changes 13 . Assessing learning outcomes should include cognitive, affective, and psychomotor domains 14 .
One of the most significant and determining factors, in line with the nature of science, the purpose of education in Islam, and student learning outcomes as mentioned above, is metacognition ability, which is a person's ability to be aware of his condition. Metacognition is a person's ability to understand and identify their own intelligence and thinking processes 15 . Metacognition is the ability to control one's own thoughts 16 . Metacognition is also known as a person's ability to recognize his own ability to learn, prepare, and act 17 . Lai (2011) wrote that metacognition consists of two components, namely knowledge, and regulation. Metacognitive knowledge includes knowledge about oneself as a learner and the factors that can affect performance, knowledge about strategies, and knowledge about when and why to use strategies. Metacognitive regulation is the monitoring of a person's cognition and includes planning activities, awareness of task understanding and performance, and evaluation of the effectiveness of monitoring processes and strategies 18 .
Metacognition has a very big role in human life both in the educational process and in daily life. Good metacognition skills have been shown to have an impact on learning outcomes in the educational process. This is consistent with the findings of research, which was discovered that metacognition abilities affect student learning outcomes 19 . In other studies, it is also stated that metacognition affects mathematics learning outcomes 20 , learning activities and problem-solving abilities 21 and the learning independence of students 22 . It is thus clear, that metacognition is an important element in achieving the goals of Islamic education. Therefore, the metacognition abilities of students must be developed in Islamic education units.
Efforts to increase and develop the metacognition abilities of students in Islamic educational institutions can be done in several ways. Certain learning models, according to several reports, can be used to improve this ability. Metacognition abilities can be improved relatively well through the use of the DDCT learning model 23 , learning problem-solving models of conflict-cognitive strategies 24 ,digital classrooms 25 , discovery learning 26 , developing problem-based teaching materials 27 and developing contextual-based learning tools 28 . Therefore, teachers at Islamic education institutions, especially integrated Islamic schools, should be able to adapt these learning models, as well as developing teaching materials and learning tools to develop students' metacognitive abilities.
Apart from metacognition skills, critical thinking skills are also an important element in achieving the goals of Islamic education. Critical thinking is the most important skill in facing challenges and solving problems in everyday life 29 . One of the competencies that students must possess is the ability to think critically 30 . In the education and learning process, critical thinking skills are also very important. This ability has a positive effect on student mathematics learning outcomes 31 , physics learning outcomes 32 , history learning outcomes 33 . As a result, it is believed that the ability to think critically has a positive impact on students' potential success in the future.
According to researchers, there are many ways to help students improve their critical thinking skills. One of the attempts to develop students' critical thinking skills is to use teaching materials focused on interconnection integration 34 . Furthermore, the creation of immersive learning media based on metacognitive techniques will help enhance critical thinking skills. Several learning models can also be used as an effort to improve critical thinking skills, for example, the Experiential Learning Model 35 , Discovery Learning model 36 , problem-based learning 37 , the Metacognitive Instruction approach 38 , the use of mind mapping through project-based learning 39 , through the E-Learning Zoom application 40 . Thus it is clear that critical thinking skills are one of the basic elements and main indicators of achieving educational goals and learning outcomes in the perspective of Islamic education, namely the creation of humans who have the self-awareness to think and do according to Islamic teachings. Therefore, in the process of Islamic education, these variables should be the main focus.
Referring to the explanation above, the study aims to see, analyze, and describe the metacognitive abilities and critical thinking skills of students in integrated Islamic educational institutions, based on the above explanation that metacognition abilities and critical thinking skills are very important elements in achieving the goals of Islamic education. Thus, the focus of this research is to answer the question of students' metacognitive abilities and critical thinking skills in integrated Islamic education institutions?
To perform this study, the author uses the quantitative approach, which is a method of collecting, analyzing, and displaying data in numerical rather than narrative form 41 . While the techniques of data collection used in this study are surveys 42 . The data consist of metacognition abilities and critical thinking skills.
The metacognition awareness inventory (MAI) adaptation instrument was used to assess metacognition ability. MAI covers all aspects of metacognition and is divided into two parts: knowledge about cognition (which includes declarative 35  knowledge (DK), procedural knowledge (PK), and conditional knowledge (CK), and control or cognitive management (which includes preparation (P), management information management (IMS), monitoring understanding (CM), and strategy correction (DS) and evaluation (E) 43 . The instrument used to asses critical thinking skills is in the form of essay questions adapted from the Illinois Critical Thinking Essay Test with science lessons as the context for the question 44 . The aspects of critical thinking skills measured in this study are: 1) the ability to provide simple explanations, 2) the ability to build basic skills, 3) the ability to provide additional explanations, 4) the ability to make estimates and integrations, and 5) the ability to draw conclusions 45 .
This study used a total sample of 200 students from different schools, regardless of gender or the number of students in each school. The participants are from An-Nahl Islamic Junior High School, Nurul 'Ilmi Integrated Islamic Junior High School, As-Sidiqi Boarding School Integrated Islamic Junior High School, and Al-Mutmainnah Integrated Islamic Junior High School. All of the schools are located in Jambi province. While data analysis was carried out using category and percentage classification on each indicator variable and described in a logical narrative.

II. Students' metacognition abilities in integrated Islamic Junior High Schools
The writer measures students' metacognition ability based on instruments. The instruments are provided by the metacognition awareness inventory (MAI) team as described above. Every aspect of metacognition that is measured has different indicators and maximum scores. Therefore, the average score obtained by students also varies. Based on the average score obtained, the ability category is determined as 200 students of the Integrated Islamic Junior High School in Jambi, as shown in Table 1 below. The information in table 1 above shows that the highest metacognition ability of students at the Integrated Islamic Junior High School is in Procedural Knowledge (PK), which is an average value of 7.4 in the "good" category. Then followed by the ability of Cognition Management (P) and Management of Information Management (IMS), which each had an average score of 6.6 and 6.5 in the "good" category. The lowest metacognition ability is the ability of selfevaluation ability (3,1) in the "low" category, while other abilities are in the "medium" category. Thus, in general, the metacognition abilities of students at integrated Islamic junior high schools in Jambi province are in the "good" category.
The results of the ability measurement above (Table 1) show that the potential ability of students at the Integrated Islamic Junior High School in solving problems is relatively good. Concerning this, metacognition is one requirement for problem-solving mastery 46 . The involvement of metacognition skills in problem-solving in the learning process has also been proven through several research results, for example, students with high category metacognition abilities have good problemsolving abilities at the planning, monitoring, and reflection stages 47 . In other study, it also found that metacognition abilities, namely awareness, regulation, and evaluation, were a determinant of student success in solving problems 48 . Thus it can be said that in general, students at integrated Islamic junior high schools can solve problems related to the educational process they are currently undergoing.
Metacognition ability is the awareness that students have to gain knowledge independently and find solutions to the problems found 49 . In general, the "awareness" of students at Integrated Islamic Junior High Schools in independent learning as well. Of course, the awareness and ability of independent study have a positive impact on the success of students in taking the final examination of learning. Students who have high learning motivation and awareness of independent learning have a strong positive correlation to the success of medical student competency exams 50 . In light of this, in the current era of the COVID-19 pandemic (most students study independently at home), students at Integrated Islamic Junior High School, with good metacognition skills, are believed to have relatively good learning success as well.
Apart from being related to learning outcomes, in the form of mastery of concepts, metacognition abilities also positively impact students' scientific attitudes. This is a relationship between students 'metacognitive skills and students' scientific attitudes 51 . Metacognition emphasizes personal knowledge of students' thoughts or individual thought processes and procedures as thinkers and actors in order for individuals to be capable of tracking and regulating cognitive behaviour or mental processes 52 .
By referring to the research results above, the teacher needs to design various lessons that develop students' metacognitive abilities. Several learning models can be used for improving and developing students' metacognition abilities. Deep dialogue thinking (DDCT) learning model to improve students' metacognition abilities 53 .
Learning techniques using digital classrooms can also be used as an alternative to improve students' metacognition skills 54 . Guided inquiry was adequate and had a considerable measure of influence on improving students' metacognition skills. The use of specific particular teaching materials, for example, inquiry-based worksheets can also effectively improve students' metacognitive abilities 55 and the reflective-metacognitive learning model 56 . All of these are able to improve critical thinking skills, metacognitive skills, and metacognition awareness through. Thus the teacher has many alternatives in developing the metacognition abilities of students.

III. Students' Critical Thinking Skills in integrated Islamic Junior High School
Students' critical thinking skills are measured based on the instruments provided by the team from the Illinois Critical Thinking Essay Test as conducted by Zubaidah et al with the context is science subjects 57 . Every aspect of critical thinking skills is measured as an indicator measured by one essay question with a maximum score of 5. Thus, if there are two indicators in the critical thinking aspect, the maximum score is 10. Therefore, the average score obtained by students is also different. Based on the average score obtained, the ability category is determined. The measurement involving 200 students at the Integrated Islamic Junior High School in Jambi was obtained as in Table 2 below.  Table 2 shows that students' critical thinking skills at the Integrated Islamic Junior High School in Jambi are relatively good. As many as three of the five aspects measured are in the "good" category, and the rest (two aspects) are in the "medium" category. Thus, no aspect is measured to have the ability with the "low" category. It shows in general, or on average that students at the Integrated Islamic Junior High School in Jambi have good critical thinking skills. This ability can be seen from the following aspects: the ability to provide simple explanations, build essential skills, make further explanations, make estimates and integration, and make conclusions.
Referring to the opinion of Huda & Rahman 58 , Annisa 59 , and Husnah 60 , they state that there is a significant relationship between critical thinking skills and student learning outcomes. Thus, referring to the results of measuring these abilities (Table 2), it can be assumed that, in general, student learning outcomes in various subjects are relatively good. Besides, the ability to think critically is also closely related to the ability to solve problems. Critical thinking skills positively impact students' development of problem-solving abilities 61 . The ability to think critically also affects a person's ability to make decisions 62 . Because people who can think critically tend to have good learning outcomes, good problem-solving abilities, and have good decision-making abilities as well.
Regarding religious tolerance, the ability to think critically also has a positive impact on this attitude. Critical thinking skills are related to high religious tolerance and vice versa, and low critical thinking skills are related to low religious tolerance 63 . More generally, the ability to think critically can build students' 58  sensitivity in protecting and preserving the environment sustainably 64 . Thus, it can be understood that the ability to think critically and have a positive impact on the development of cognition and knowledge of students while studying at school is also able to increase positive attitudes towards environmental sustainability and attitudes of religious tolerance.
Seeing the urgency of critical thinking skills as described above, teachers need to continue to maintain and develop students' critical thinking skills. According to several studies, there are several strategies to improve students' critical thinking skills. The efforts to improve students' critical thinking skills in the learning process are developing or applying specific models. Several learning models that have been proven to improve critical thinking skills include discovery learning which increases critical thinking skills by up to 85% 65 . In addition, Problem Based Learning can also improve students' critical thinking skills with an achievement of 82.68% 66 . Besides, a research learning conveyed that critical thinking and student learning outcomes improve using the Group Investigation learning model 67 .
It is essential to increase and develop students' critical thinking skills. Critical thinking is the most crucial skill in facing challenges and solving problems in everyday life 68 . The ability to think critically is one of the skills of the 21st century, in addition to problem-solving, creativity and innovation, communication, and collaboration skills 69 . For this reason, the ability to think critically is one of the important elements in preparing human resources in the future. In other words, students from the Integrated Islamic Junior High School in Jambi have a pretty good chance to actively participate in building the civilization of the Indonesian nation in the future.

IV. Closing
As previously explained, the research aims to describe the metacognition abilities and critical thinking skills of students of the Integrated Islamic Junior High School in Jambi. Whereas based on the data that has been taken through validated instruments, at the end of the research it can be concluded that: Table 1 shows that students at the Integrated Islamic Junior High School have the highest metacognition ability in the Procedural Knowledge (PK) group, with an average score of 7.4. The skill of Cognition Management (P) and Management of Information Management (IMS) was next, with a 6.6 and 6.5 average score in the good category, respectively. The skill of self-evaluation ability (3,1) is the lowest metacognition ability in the "low" category, whereas other abilities are in the "medium" category. As a result, the metacognition abilities of students at integrated Islamic junior high schools in Jambi province can be described as "good." Table 2 shows that students' critical thinking skills at the Integrated Islamic Junior High School in Jambi are relatively good. Three of the five assessed aspects fall into the "good" category, while the remaining two falls into the "medium" category. As a result, no aspect is categorized as "low" in terms of ability. It demonstrates that students at the Integrated Islamic Junior High School in Jambi, on average, have strong critical thinking skills. The ability to provide simple explanations, develop basic skills, make more explanations, make assumptions and integrations, and draw conclusions are all examples of this ability.