<![CDATA[This study aims to describe and analyze the integrated implementation of three learning strategies, namely Project Based Learning (PjBL), Cooperative Learning, and Problem Based Learning (PBL), in diversity-themed drama learning in Grade XI of SMAN 4 Kota Jambi. A descriptive qualitative approach was employed, with data collected through direct classroom observation, in-depth teacher interviews, and teaching module documentation. Data were analyzed thematically through three stages: data reduction, data display, and conclusion drawing. Findings reveal that PjBL served as the primary framework directing students to produce an authentic product in the form of a drama performance; Cooperative Learning was implemented through heterogeneous groups with structured role distribution; while PBL emerged organically when students encountered creative obstacles during screenplay writing. The integration of the three strategies effectively promoted active engagement, developed 4C competencies holistically, and internalized diversity values as part of the Pancasila Student Profile. Major challenges identified include time constraints, unequal participation among group members, uneven PBL experiences across groups, and inconsistent digital infrastructure. These findings contribute to the discourse on multi-strategy integration in literary learning in alignment with the Independent Curriculum.]]>
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