<![CDATA[Problem-solving ability is one of the essential competencies in mathematics learning at the university level. The topic of sequences and series requires students not only to master mathematical concepts and procedures but also to understand problems, formulate mathematical models, determine appropriate solution strategies, and provide mathematical arguments. This study aimed to improve students’ problem-solving ability through the implementation of the Case Method in learning sequences and series. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted through the stages of planning, action, observation, and reflection in two cycles. The subjects of this study were 36 students of the Animal Science Study Program who were enrolled in the Basic Mathematics course. The results showed an improvement in students’ problem-solving ability after the implementation of the Case Method. In Cycle I, the average score of students’ problem-solving ability was 70.24, with 22 students (61.22%) achieving a score of ≥75. After improvements were made to the learning process in Cycle II, the average score increased to 88.24, with 33 students (91.66%) achieving a score of ≥75. In addition to the improvement in test results, students’ activities in analyzing cases, engaging in discussions, developing mathematical models, presenting arguments, and presenting their findings also improved. Therefore, the implementation of the Case Method can improve students’ problem-solving ability in sequences and series while creating a more active, collaborative, and student-centered learning process.]]>
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