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This research leads to exploring the effectiveness of active learning strategies in improving students' critical thinking skills in the modern era. By utilizing a qualitative approach and field study methods, the research was conducted at SMP IT Mutiara Ilmu Sokaraja. Data was collected through observation, semi-structured interviews, and documentation of principals, teachers, and 8th grade students. The results of the study prove that active learning strategies, such as group discussions, questions and answers, and project-based learning, significantly improve students' critical thinking skills. Students are honed to analyze, evaluate, and solve problems independently, so they are better prepared to face the challenges of the 21st century. In addition, the study reveals the important role of technology as a support for active learning, although its use is still limited to simple devices such as laptops and projectors. The obstacles found include limited technology facilities, learning time, and diverse levels of student readiness. These findings support Neil Smelser's concept of social adaptation, where active learning reflects an adaptive response to modernizing changes in education. The conclusion of this study is that active learning strategies are effective in building students' critical thinking skills, but require support in the form of adequate technological facilities and intensive training for teachers. The implications of this study emphasize the importance of investment in educational technology and teacher capacity building to optimize the implementation of active learning in various educational contexts.

The purpose of this study is to evaluate the deficiencies in the learning of accounting software at STIE Ganesha. This study will concentrate on factors that potentially hinder the integration of accounting software into the college curriculum. This research started in October 2024. Accounting students at STIE Ganesha are the research subjects. Qualitative research was conducted and data was collected through in-depth interviews. The results showed that learning accounting software has several problems. One of them is the lack of supporting resources and lack of technological infrastructure. In addition, students face difficulties in understanding and accessing accounting software required to meet the needs of the working world. To produce more efficient accounting software learning, this research emphasizes increasing resource capacity and improving supporting infrastructure. This research is expected to help STIE Ganesha develop methods to improve software-based accounting learning.

In this study, the goal is to compare the academic results of economics students from Pasuruan Public Secondary School 3 classes, which use the PBL learning model, inquiry-based learning and discovery-based learning. Consistent with the description of unequal groups, this study used an experimental methodology that included three types of trials, each using a unique teaching model. An analysis of the pretest and posttest results was carried out to identify possible differences in the academic performance of the students. Although several teaching models were implemented, The findings showed that there was no significant difference in academic performance across the three groups. The Kruskal-Wallis test produces an Asymp value. signature. of 0.274, which means there is no significant difference between learning models. Therefore, the application of the PBL, inquiry and discovery learning model can be said to have no significant effect on student academic achievement.

This study aims to examine the implementation of teaching strategies and methods at SDN 1 Gobras using a qualitative approach supported by NVivo 15 software. Data were collected through in-depth interviews, direct observations, and documentation to evaluate the effectiveness of student-centered learning methods, such as a modified Problem-Based Learning (PBL) approach. The findings reveal that kinesthetic strategies significantly enhance students’ learning enthusiasm, particularly in lower grades (grades 1-3). However, the study also identifies key challenges, including limited learning resources and time allocation. To address these issues, continuous teacher training and improved learning facilities are recommended. These findings are expected to serve as practical guidance for elementary schools in enhancing the quality of learning effectively.

This research explores innovations in Christian education through the application of a multisensory approach to spiritual learning. By using a phenomenology-based qualitative research method through literature research, this study aims to understand how a multisensory approach can improve the effectiveness of spiritual learning holistically. The main problem identified is the challenge in conveying abstract theological concepts to students, especially in the digital era that demands relevant and interesting learning methods. The novelty of the research lies in the integration of multisensory approaches with modern technologies, such as augmented reality and interactive applications, to create immersive sense-based learning experiences. The results of the study show that the multisensory approach enriches the learning process by increasing information retention, emotional engagement, and internalization of spiritual values. The findings also confirm that multisensory experiences are able to bridge the abstraction of Christian teachings with concrete experiences, creating a deeper connection between learners and faith values. The contributions of this research include the development of relevant, adaptive, and transformative Christian education strategies, as well as the provision of a theoretical foundation for the implementation of a multisensory approach in various educational contexts. This research provides new insights for Christian educators in presenting spiritual learning that is more holistic and contextual.