Abstract
This research aims to discover the effect of SAVI learning models with the Probing-prompting technique in terms of self-concepts on students’ mathematical conceptual understanding. The method used in this research was the quasi-experimental design. The experimental design used in this study was the post-test only design with a 3x3 factorial research design. The population in this study were 153 students. The sampling technique used was random. The normality test, homogeneity test, two way ANOVA test and Scheffe’ method were used as data analysis techniques. The results showed that there is an influence of the SAVI learning model with probing-prompting techniques in terms of students’ self-concepts on the ability to understand mathematical concepts compared to conventional learning models applied by teachers at school.
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