<![CDATA[This study aims to determine the effect of the metacognition-based Inquiry learning model on the critical thinking skills of fifth-grade students at SDN 104202 Bandar Setia in the water cycle topic of natural science learning. A quantitative experimental approach with a pretest–posttest control group design was employed, involving 46 students divided into an experimental class (n = 23), which received metacognition-based Inquiry learning, and a control class (n = 23), which received conventional learning. Data were collected using a validated and reliable critical thinking skills test and a metacognitive awareness questionnaire, then analyzed using normality, homogeneity, and paired sample t-test procedures with SPSS. The results showed that the mean score of the experimental class increased from 50.43 (pretest) to 92.43 (posttest), while the control class increased from 49.04 to 74.61. The paired sample t-test indicated a significant difference between pretest and posttest scores in both groups (Sig. 2-tailed = 0.000 < 0.05), with a larger mean difference in the experimental class (–42.000) than in the control class (–25.565). The metacognitive awareness questionnaire score also increased from 47.99 to 53.13. These findings indicate that the metacognition-based Inquiry learning model is more effective than conventional learning in improving elementary students' critical thinking skills in science learning.]]>
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