Improving mathematics self-concept through comprehensive mathematics instruction model

Abstract

Abstract The learning process of mathematics in high school now shows that it has not been able to improve students’ mathematics self-concepts. This is indicated by the fact that high school mathematics self-concept students are still relatively low. Therefore, there needs to be an effort to improve these variables, considering that these variables are very important in supporting students’ academic success, especially in mathematics. This study discusses how the implementation of the CMI model in mathematics learning can improve high school mathematics self-concept. This research is a quasi-experimental study. Samples were taken purposively from the population of high school students in Subang, West Java, Indonesia. The instruments used in the study consisted of mathematics self-concept questionnaire and observation sheets. The CMI model is a learning model that accommodates three stages namely develop, solidify and practice. CMI provides many opportunities for students to play an active role in asking questions, explaining the answers to mathematical questions they get, and transferring the knowledge they have with their classmates. The activity will indirectly build the confidence side of students in doing mathematics. The results of the study indicate that the CMI model can improve high school mathematics self-concept.