Abstract
<title>Abstract</title> <p>This study aims to: 1) Describe the contribution of the Digita-RI model's syntax to the emergence of the active learning elements of MIKiR (Experiencing, Interaction, Communication, and Reflection), and 2) Analyze the effectiveness of implementing the Digita-RI model within the MIKiR active learning framework in improving students' analytical skills. The research employs a quasi-experimental design with a Non-Equivalent Pre-test Post-test Control Group Design. The experimental group undergoes learning with the Digita-RI model and the MIKiR approach, while the control group receives instruction using the Inquiry model and the Scientific approach (5M). The study uses two types of instruments: 1) teaching instruments, which include learning scenarios and worksheets, and 2) research instruments, which consist of observation sheets for the implementation of learning and analysis ability test items. The pre-test and post-test data are analyzed using an independent t-test hypothesis test. The results show that: 1) Each syntax of the Digita-RI model contributes to the emergence of the MIKiR components (Experiencing, Interaction, Communication, and Reflection), and 2) The Digita-RI model with the MIKiR approach is effective in enhancing students' analytical abilities.</p>