Meaningful Learning Experience Through Blocking Class Program in High School

Abstract

The purpose of this study is to identify meaningful learning experiences provided through the blocking class program in high school. Specifically, the study examines the implementation of meaningful learning in the blocking class program at SMAN 5 Cirebon, the role of teachers in implementing the program, and how students interpret their learning experiences through the program. This study employed a qualitative method with a phenomenological approach. The participants consisted of three students who served as class leaders and whose classes were selected as champions, as well as one teacher who was a member of the core management team for the blocking class program. The participants were selected through purposive sampling based on predetermined criteria. The research data were collected through interviews, observations, and documentation and were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, conclusion drawing, and verification. The findings demonstrate that, based on the students’ experiences, the implementation of the blocking class program at SMAN 5 Cirebon improved their critical-thinking skills. The program applied Project-Based Learning (PjBL) and Contextual Teaching and Learning (CTL) approaches while incorporating the Pancawaluya values of Cageur (healthy), Bageur (good-hearted), Pinter (intelligent), and Singer (skillful and creative). The learning process was student-centered, with teachers acting as facilitators who guided and supported students in preparing proposals, participating in discussions, and independently seeking information.