<![CDATA[Active learning is one of the important aspects in learning Christian Religious Education (PAK). Students are not only expected to listen to the teacher's explanation, but also to be involved in learning activities, such as doing assignments, asking questions, expressing opinions, and seeking information. In this case, the classical teaching style places the teacher as the center of material delivery so that student involvement needs attention. This study aims to determine the influence of teachers' classical teaching style on student learning activity in PAK learning in grade V of SDN 4 Palangka and measure the magnitude of this influence. This study uses a quantitative approach with a non-experimental design. Respondents of the research were students in grade V of SDN 4 Palangka. Data were collected through a Likert scale questionnaire and documentation. Furthermore, data were analyzed using descriptive statistics, residual normality test, simple linear regression, t-test, and determination coefficient with the help of IBM SPSS Statistics 27. The results showed that the teacher's classical teaching style obtained an average score of 3.88 per item, while the student's learning activity obtained an average score of 3.86 per item. Both variables are included in the high category. The results of the t-test showed a calculated t-value of 5.871 with a significance value of less than 0.001. These results show that the teacher's classical teaching style has a positive and significant statistical influence on student learning activity. Meanwhile, the determination coefficient value (R Square) of 0.552 shows that the regression model is able to explain 55.2% of the variation in student learning activity scores. The remaining 44.8% cannot be explained by this research model. Thus, there is a positive and significant predictive relationship between teachers' classical teaching styles and students' learning activity in PAK learning in grade V of SDN 4 Palangka.]]>
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