This research aims to analyze the influence of a metacognitive-based learning model on students’ agile innovation and critical thinking skills in science learning at the elementary school level. The study population consisted of fourth-grade students in elementary schools. The sample was selected using cluster random sampling with an intact group type. Based on the sampling results, the experimental class comprised 32 students, who received pedagogical intervention in the form of metacognitive-based learning implementation, while the control class, with 31 students, was exposed to conventional learning models. A survey questionnaire was employed as a data collection instrument. Data analysis included descriptive and inferential analysis. Based on the analysis of agile innovation data, an F-value of 23.994 was obtained with a significance value of 0.000 (<0.05). From these results, it can be concluded that there is a significant difference in agile innovation between students who experienced metacognitive-based learning and those who did not. The group of students who received metacognitive-based learning showed a higher level of agile innovation than those who did not experience metacognitive-based learning. Additionally, data on critical thinking skills showed an F-value of 20.915 with a significance value of 0.000 (<0.05). In light of these findings, it can be concluded that there is a significant difference in critical thinking skills between students who experienced metacognitive-based learning and those who did not.