<![CDATA[Metacognitive strategies have been widely recognized to enhance active and reflective learning for students. However, there are still issues of debate regarding the practicality and effectiveness of these strategies across different disciplines. Some argue that these strategies may not be universally applicable, especially in the field of theology, where interpretive thinking dominates over structured problem solving. This study aims to determine theology students' perceptions of teaching materials for English Theology courses that integrate metacognitive strategies and explore their impact on the critical thinking skills of seminary theology students. Metacognitive strategies, which involve planning to self-evaluation in the learning process, are thought to improve students' critical thinking skills by helping them to be more aware and in control of their learning process. This study used mixed methods, which integrates qualitative and quantitative research approaches to collect data. The quantitative approach was conducted by distributing questionnaires to thirty-six students to find out their perceptions regarding the impact of metacognitive strategy teaching materials on critical thinking skills in the learning process. Then, a qualitative approach in the form of in-depth interviews was conducted with six representative students to find out their learning experiences and perceptions after being exposed to metacognitive strategies. With teaching materials that implement metacognitive strategies, teachers can improve students' critical thinking skills, prepare them to engage more deeply with current theological issues, and improve their overall academic and ministry.]]>
