The study was a quasi-experimental research conducted to investigate the effect of 4S(Sense-Making, Showing Representation, Solving with Explanation, and Synthesizing) Self-Learning module on students' cognitive facets of understanding mathematics. The participants of the study were the two intact classes of Grade 10 students enrolled during the 1st semester SY 2021-2022 at Tawantawan Integrated School. One section was assigned as a control group who was exposed to DepEd conventional self-learning module while the other one was an experimental group who was exposed to the 4S self-learning module. The performance of the students was measured using their test scores. To determine if the 4S self-learning module significantly affects the students' cognitive facets of understanding mathematics, the Analysis of Covariance Model (ANCOVA) was utilized at a 0.05 level of significance. Results revealed that the 4S self-learning module helped in the development of students' cognitive facets of understanding mathematics.