<![CDATA[Abstract. Evaluations of active-learning approaches often attribute success or failure to the instructional model itself, although implementation conditions may be equally important. This article re-examines published qualitative findings on Two Stay Two Stray (TSTS) cooperative learning and the case method at SMA Negeri 18 Makassar, Indonesia, to identify the instructional conditions associated with their reported outcomes. A critical secondary analysis was undertaken using the full text of a previously published qualitative study as the documentary evidence base. Statements concerning lesson planning, student interaction, case selection, teacher guidance, and reported participation were extracted, compared across approaches, and interpreted through the concepts of implementation fidelity and instructional scaffolding. The source study describes productive peer exchange and classroom engagement during TSTS activities. In contrast, it portrays case-method implementation as uneven: collaboration was reportedly present, whereas case delimitation, preparatory questioning, and teacher guidance were insufficient. This distinction cautions against treating the reported limitations as evidence that case-based learning is intrinsically ineffective. The article proposes a provisional Alignment–Scaffolding–Interaction–Reflection (ASIR) framework to explain how instructional design and facilitation may shape participation across learning models. The framework is an analytical proposition, not an empirically validated intervention. Conclusion: Attention to implementation quality provides a more defensible interpretation of the reported classroom experience than a simple ranking of learning models.Keywords: Two Stay Two Stray; case-based learning; implementation fidelity; teacher scaffolding; student participation; secondary analysis]]>
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