<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702023000100119</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.7</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Correlation between Critical Thinking and Metacognitive Skills on Student Retention Across Genders in Senior High School]]></article-title>
<article-title xml:lang="es"><![CDATA[La correlación entre el pensamiento crítico y las habilidades metacognitivas en la retención de estudiantes de todos los géneros en la escuela secundaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[A correlação entre o pensamento crítico e as habilidades metacognitivas na retenção de alunos de ambos os sexos do ensino médio.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saleh]]></surname>
<given-names><![CDATA[Rahmat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zubaidah]]></surname>
<given-names><![CDATA[Siti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mahanal]]></surname>
<given-names><![CDATA[Susriyati]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitas Negeri Malang Faculty of Mathematics and Natural Sciences Department of Biology]]></institution>
<addr-line><![CDATA[Malang ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitas Negeri Malang Faculty of Mathematics and Natural Sciences Department of Biology]]></institution>
<addr-line><![CDATA[Malang ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitas Negeri Malang Faculty of Mathematics and Natural Sciences Department of Biology]]></institution>
<addr-line><![CDATA[Malang ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>119</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school.  (Methodology)  This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention.  (Results)  The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention as higher han that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention.  (Conclusions)  There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo) Este estudio tiene como objetivo revelar la relación múltiple entre las habilidades de pensamiento crítico y las habilidades metacognitivas sobre la retención en función del género de estudiantes de secundaria.  (Metodología)  Este estudio utiliza un diseño descriptivo correlacional. En el contexto de esta investigación, las habilidades de pensamiento crítico y las habilidades metacognitivas son predictores, mientras que la retención es un criterio. Los sujetos participantes en este estudio fueron 230 estudiantes, de los cuales 112 estudiantes varones (48.70 %) y 118 estudiantes mujeres (51.30 %). El instrumento de investigación utilizado para medir las habilidades de pensamiento crítico, las habilidades metacognitivas y la retención de estudiantes es una prueba de ensayo. Los datos obtenidos se analizaron mediante análisis de regresión múltiple con un nivel de significancia del 5 %.  (Resultado)  Los resultados mostraron que el valor de la contribución simultánea de las habilidades de pensamiento crítico y las habilidades metacognitivas a la retención de las estudiantes fue mayor que el de los estudiantes varones. Las habilidades de pensamiento crítico y las habilidades metacognitivas tienen una contribución de 2.44 % y 10.06 %, respectivamente, a la retención de estudiantes varones. Las habilidades de pensamiento crítico y las habilidades metacognitivas contribuyen en un 7.89 % y un 12.81 % a la retención de las estudiantes, respectivamente.  (Conclusión) Existe una relación simultánea entre las habilidades de pensamiento crítico y las habilidades metacognitivas en la retención de alumnos y alumnas. La contribución efectiva de las habilidades de pensamiento crítico y las habilidades metacognitivas de las alumnas es mayor que la de los alumnos varones. Se sugiere que el personal docente debe prestar atención a la igualdad de género al potenciar las habilidades de pensamiento crítico y las habilidades metacognitivas mediante la aplicación de estrategias de aprendizaje adecuadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo) Este estudo visa revelar a relação múltipla entre as habilidades de pensamento crítico e as habilidades metacognitivas de retenção em função do sexo dos alunos do ensino médio.  (Metodologia)  Este estudo utiliza um desenho descritivo correlacional. No contexto desta pesquisa, as habilidades de pensamento crítico e as habilidades metacognitivas são preditoras, enquanto a retenção é um critério. Os participantes deste estudo foram 230 estudantes, dos quais 112 estudantes eram homens (48,70%) e 118 mulheres (51,30%). O instrumento de pesquisa utilizado para medir as habilidades de pensamento crítico, metacognitivas e de retenção dos estudantes é um teste de ensaio. Os dados obtidos foram analisados utilizando a análise de regressão múltipla com um nível de significância de 5%.  (Resultado)  Os resultados mostraram que o valor da contribuição simultânea das habilidades de pensamento crítico e metacognitivas para a retenção de estudantes do sexo feminino era maior do que o dos estudantes do sexo masculino. As habilidades de pensamento crítico e as metacognitivas têm uma contribuição de 2,44% e 10,06%, respectivamente, para a retenção de estudantes do sexo masculino.As habilidades de pensamento crítico e as metacognitivas contribuem com 7,89% e 12,81% para a retenção dos estudantes, respectivamente.  (Conclusão) Existe uma relação simultânea entre as habilidades de pensamento crítico e as habilidades metacognitivas na retenção de estudantes do sexo masculino e feminino. A contribuição efetiva das habilidades de pensamento crítico e metacognitivas das estudantes do sexo feminino é maior do que a dos estudantes do sexo masculino. Sugere-se que os professores devem prestar atenção à igualdade de gênero, melhorando as habilidades de pensamento crítico e metacognitivas através da aplicação de estratégias de aprendizagem apropriadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical thinking skills]]></kwd>
<kwd lng="en"><![CDATA[metacognitive skills]]></kwd>
<kwd lng="en"><![CDATA[retention]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="es"><![CDATA[Habilidades de pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[habilidades metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[retención]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[habilidades metacognitivas]]></kwd>
<kwd lng="pt"><![CDATA[retenção]]></kwd>
<kwd lng="pt"><![CDATA[sexo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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