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Difficulties in critical thinking mathematically are caused by the lack of involvement of students' thinking processing in learning. So, that they can affect on the final learning outcomes. Therefore, as a teacher must provide effective assistance to students in order to be able to improve their ability to think about the challenges of mathematical problems. This study aims to analyze the improvement and interaction between students who have learned the metacognitive scaffolding approach assisted with Calculus Solved! and the students who get conventional learning on mathematical critical thinking abilities in terms of the overall and initial abilities of students. The research method and design used quasi-experimental and nonequivalent pretest-posttest control group design. Senior high school population sampling in Sumedang Regency are the two of the class XI as a sample. The instrument used a test of mathematical critical thinking abilities with Integral material. The results showed that in terms of the whole, middle, and lower category can improve of the students' critical thinking abilities who received the metacognitive scaffolding approach assisted with Calculus Solved! better than students who get conventional learning. Whereas, in that category there is no differenciatte in the increase of critical thinking mathematically for students who get the metacognitive scaffolding approach assisted with Calculus Solved! with the students who get the conventional learning. There is an interaction between learning factors that are given with the students 'initial ability category factors towards improving students' critical thinking abilities.