In the digital age, social media has become a primary source of information but it also amplifies the spread of misinformation, especially among youth. This study, “Lens on Social Media-Driven Misinformation for Critical Analysis and Understanding Level on Political Participation”, examines the relationship between misinformation exposure, critical analysis, and political participation among Grade 11 HUMSS students during the S.Y. 2025-2026. An explanatory sequential mixed methods design was employed, where quantitative data were collected and analyzed first, followed by qualitative data through Focus Group Discussions (FGD) to further explain the results. Respondents were selected through purposive sampling, and data were analyzed using weighted mean, Pearson R, and thematic analysis. Findings show that students experience high exposure to misinformation, particularly in exposure frequency and algorithmic influence. Despite this, respondents demonstrated high levels of critical analysis, including critical thinking, media literacy, and reflective judgment. Political participation was also high in terms of political interest, civic engagement, and voting behavior. Correlation results indicate that increased social media use is linked to stronger critical analysis and higher political participation. Qualitative results further reveal that while students initially rely on superficial cues, those who practice verification and evaluation exhibit more informed engagement. The study concludes that strengthening critical analysis skills is essential in reducing the negative impact of misinformation and promoting responsible political participation.