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This study aims to explain the effect of geogebra-assisted metacognitive approaches in mathematics learning on students mathematical critical thinking abilities. The method in this study was quasi-experimental supported by quantitative data. The population in this study were all students of SMAN 4 Cimahi, then taken as many as two classes, namely class XI IPA 4 and XI IPA 5. The instruments used were tests of mathematical critical thinking skills as many as 5 items. Then the data were analyzed by descriptive and inferential statistics using the normality test, homogeneity and two-mean difference test. The results obtained were (1) mathematics learning with a geogebra-assisted metacognitive approach to aspects of mathematical critical thinking skills, (2) improvement in mathematical critical thinking skills of students learning using the metacognitive approach better than conventional approaches