Background/purpose: This study aims to improve students' self-awareness of various study programs. Self-awareness establishes a vital supporting aspect in students' academic accomplishment, as it allows them to identify their potential and make confident decisions related to mastering course content. This research employed the combination of Case-Based Learning (CBL) with scaffolding strategies as the instructional design. Learning stages fostering the development of self-awareness are essential because of their potential influence on students' cognitive domains. Materials/methods: This study adapts a quantitative research design. The instrument used is a Likert-type scale with content related to self-awareness. Data analysis was conducted using both descriptive and inferential statistical techniques, with the Mann-Whitney U test employed to examine differences in students' self-awareness increase across study program groups. Students from the Mathematics and Biology Education study programs, located in Ciamis Regency, served as the sample for this research. Results: The results of this study reveal that the improvement in students' self-awareness in classes using scaffolding within the Case-Based Learning (CBL) model is significantly better than that of those who received conventional instruction in cross-study program groups. Moreover, the proportion of students in the experimental class classified in the high n-gain category exceeds that observed in the control class. Conclusion: The implementation of scaffolding within the Case-Based Learning (CBL) model demonstrates effectiveness in enhancing students' self-awareness across various study programs. The inclusion of scaffolding into the learning stages enables both intrapersonal and interpersonal interactions, which are essential aspects in the development and improvement of students' self-awareness.