Paper Title
Effects of Metacognitive-Based Learning Combined with Questioning Stimulation on Problem-Solving and Mathematical Reasoning Abilities in Probability Among Grade 9 Students

Abstract
This study aimed to compare the problem-solving ability and mathematical reasoning ability of Grade 9 students on the topic of Probability between two instructional approaches: metacognitive learning combined with questioning stimulation and conventional teaching. The sample consisted of 79 Grade 9 students from two classrooms in the second semester of the 2024 academic year, selected through cluster random sampling. The experimental group (n = 40) was taught using metacognitive learning with questioning stimulation, while the control group (n = 39) received conventional instruction. The research instruments included twelve lesson plans based on metacognitive learning with questioning stimulation, a four-item subjective test on problem-solving ability, and a four-item subjective test on mathematical reasoning. The findings revealed that the experimental group outperformed the control group in both problem-solving and mathematical reasoning abilities, with statistically significant differences at the .05 level. Keywords - Metacognition, Questioning, Probability