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

This study examines the effectiveness of the Multi-Representation Discourse (DMR) learning model in enhancing mathematical problem-solving skills and self-confidence. The objectives are to describe the implementation of DMR-based learning, compare the mathematical problem-solving skills and self-confidence of students taught with and without the DMR model, and determine the overall effectiveness of the model. A quasi-experimental design with a pretest–posttest control group was employed. The population comprised 194 students from eight classes, with a cluster random sample of 55 students from two classes. Data were collected through observation, tests, and questionnaires, and analyzed using descriptive and inferential statistics. The findings indicate that both student and teacher activities in implementing the DMR model fell into the “very good” category. Hypothesis testing confirmed that the DMR model significantly improves students’ mathematical problem-solving skills and self-confidence. These results suggest that the DMR learning model is a viable approach for fostering both cognitive and affective aspects of mathematics learning.