<![CDATA[ABSTRACT Critical thinking skills in students’ learning experiences are associated with how academic processes are directed, sustained, and carried out when facing complex demands. This study examines the relationship between self-regulated learning and self-efficacy and students’ critical thinking skills, while also investigating the role of academic procrastination as a mediating variable among 91 tenth- and eleventh-grade students at MA Riyadus Sholihin. A quantitative approach with an ex post facto design was employed, involving all respondents through saturated sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed through descriptive statistics, assumption testing, path analysis, t-tests, the Sobel test, and the coefficient of determination using IBM SPSS Statistics. The direct paths indicated that self-regulated learning had a positive effect on critical thinking skills (β = 0.486; p < 0.001), as did self-efficacy (β = 0.164; p = 0.005), whereas academic procrastination had a negative effect (β = −0.494; p < 0.001). Mediation analysis provided support for the partial mediating role of academic procrastination in the relationships between self-regulated learning and self-efficacy and critical thinking skills. These findings suggest that the development of critical thinking skills needs to be understood in conjunction with learning regulation, confidence in one’s capabilities, and the management of procrastination within a pesantren-based educational environment. ABSTRAK Kemampuan berpikir kritis dalam pengalaman belajar siswa berkaitan dengan bagaimana proses akademik diarahkan, dipertahankan, dan dijalankan ketika menghadapi tuntutan yang kompleks. Penelitian ini menelaah hubungan self-regulated learning dan efikasi diri dengan kemampuan berpikir kritis, sekaligus menguji posisi prokrastinasi akademik sebagai variabel mediasi pada 91 siswa kelas X dan XI MA Riyadus Sholihin. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto dan melibatkan seluruh responden melalui sampling jenuh. Data dikumpulkan menggunakan kuesioner berskala Likert lima poin dan dianalisis melalui statistik deskriptif, uji asumsi, path analysis, uji t, uji Sobel, serta koefisien determinasi dengan IBM SPSS Statistics. Jalur langsung memperlihatkan bahwa self-regulated learning berpengaruh positif terhadap kemampuan berpikir kritis (β = 0,486; p < 0,001), demikian pula efikasi diri (β = 0,164; p = 0,005), sedangkan prokrastinasi akademik berpengaruh negatif (β = −0,494; p < 0,001). Pengujian mediasi menghasilkan dukungan terhadap peran parsial prokrastinasi pada hubungan self-regulated learning dan efikasi diri dengan kemampuan berpikir kritis. Temuan ini memperlihatkan bahwa pengembangan kemampuan berpikir kritis perlu dipahami bersama pengelolaan belajar, keyakinan terhadap kapasitas diri, dan pengendalian kecenderungan menunda dalam lingkungan pendidikan berbasis pesantren.]]>
