Metaphorical Thinking Learning and Junior High School Teachers\u27 Mathematical Questioning Ability

This control-group posttest-only experimental design study aims to investigate the role of learning that teaches metaphorical thinking in mathematical questioning ability of junior high school teachers. The population of this study was mathematics junior high school teachers in West Java province. The samples were 82 mathematics junior high school teachers selected using random purposive sampling for experimental class and control class. It was concluded that: 1) the teacher‘s mathematical questioning ability who received metaphorical thinking learning is better than those who received conventional learning; 2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers\u27 mathematical questioning ability; there is an interaction effect between learning and KAM in developing teachers\u27 mathematical questioning ability; 4) teachers\u27 mathematical questioning ability does not reach optimal for submitting non-routine and open-ended questions indicator