Meaningful Learning: A Problem-Based Learning Approach to Arithmetic Sequences and Series

Abstract

Meaningful learning is crucial as it enables students to develop a deep understanding of the subject matter they are studying. In mathematics education, the focus should shift from rote memorization to problem-solving. Arithmetic sequences and series are mathematical topics that are often challenging for students to comprehend, necessitating a contextual problem-solving approach. This study aims to evaluate the effectiveness of mathematics learning through the implementation of the Problem-Based Learning (PBL) model in fostering meaningful learning experiences for students studying arithmetic sequences and series at state high schools in Depok City, West Java Province. The research employed a case study method involving 32 11th-grade students. Data were collected through observation and written tests. The data analysis included an evaluation of teacher and student activities, as well as students' test results. The findings revealed that both teacher and student activities were categorized as excellent. Moreover, the majority of students achieved the minimum completeness criteria in their test performance. In conclusion, the PBL model effectively facilitated meaningful learning experiences and enhanced students' understanding of arithmetic sequences and series.