Effectiveness of the Multi-Representation Discourse Learning Model on Mathematical Problem-Solving Ability and Self-Confidence

https://doi.org/10.51574/kognitif.v5i3.842

Authors

  • Nurlia Safitri Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo
  • Sumardin Raupu Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo https://orcid.org/0009-0009-9735-916X
  • Dwi Risky Arifanti Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo https://orcid.org/0000-0003-2767-7591
  • Megasari Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo
  • Sitti Zuhaerah Thalhah Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo https://orcid.org/0000-0001-6738-2101

Keywords:

Multi-Representation Discourse, Mathematical Problem-Solving, Self-Confidence, Quasi-Experimental Design

Abstract

This study investigated the effectiveness of the Multi-Representation Discourse (DMR) learning model in improving students’ mathematical problem-solving skills and self-confidence. A quasi-experimental pretest–posttest control group design was applied to 55 students selected through cluster random sampling from a population of 194. Data were collected using observation sheets, problem-solving tests, and self-confidence questionnaires, and analyzed with descriptive and inferential statistics. The results revealed that the DMR model was effectively implemented and significantly enhanced both mathematical problem-solving abilities and self-confidence compared to conventional instruction. Beyond its practical effectiveness, this study contributes to the theoretical discourse by demonstrating the value of multi-representation integration in mathematics learning, and provides empirical evidence that discourse-oriented strategies can strengthen both cognitive and affective outcomes. These findings underscore the potential of the DMR model as a pedagogical innovation for advancing mathematics education.

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Author Biographies

Nurlia Safitri, Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Sumardin Raupu, Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Dwi Risky Arifanti, Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Megasari, Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Sitti Zuhaerah Thalhah, Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Palopo

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Published

2025-08-13

How to Cite

Safitri, N., Raupu, S., Arifanti, D. R., Megasari, M., & Thalhah, S. Z. (2025). Effectiveness of the Multi-Representation Discourse Learning Model on Mathematical Problem-Solving Ability and Self-Confidence. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(3), 1171–1184. https://doi.org/10.51574/kognitif.v5i3.842

Issue

Vol. 5 No. 3 (2025): Juli - September 2025

Section

Articles

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Copyright (c) 2025 Nurlia Safitri, Sumarin Raupu, Dwi Risky Arifanti, Megasari, Sitti Zuhaerah Thalhah

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