AI-Based Metacognitive Tutoring and Its Role in Enhancing Higher-Order Thinking Skills in Biology Learning: A Conceptual and Correlational Study

Higher-order thinking skills (HOTS) are essential competencies in biology learning, yet many students continue to struggle with engaging in analytical, evaluative, and reflective thinking processes during science instruction. This study examines the role of AI-based metacognitive tutoring in supporting the development of HOTS in biology education. Employing a conceptual and correlational research design, this study integrates theoretical analysis with empirical correlational data collected from 85 senior high school students in Lombok, Indonesia. Metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI), while higher-order thinking skills were assessed using a validated biology HOTS instrument. The findings indicate a strong positive association between metacognitive awareness and higher-order thinking performance (r = 0.934, p < 0.001), with the regulation of cognition component demonstrating a particularly strong relationship with HOTS. These results highlight the potential of AI-based tutoring systems to scaffold reflective and regulatory learning processes, thereby supporting students’ critical and analytical engagement in biology learning. Implications for technology-enhanced instruction and future research directions are discussed.