This research is a comparative descriptive study which aims to determine the effect of the application of blended learning on student achievement in the Accounting Theory course. The form of research used is quasi-experimental, namely by trying out a treatment. The characteristic of experimental research is that the researcher manipulates the variables under study. The form of manipulation is in the form of giving treatment to the object of research to look for differences in the effect of the application of conventional methods with the blended learning method, which is controlled by the ability of critical thinking and student analysis power. The improvement of learning outcomes studied in this research is in the affective and cognitive domains. The subjects of this study were students of the Accounting Theory class, Faculty of Economics, Andalas University, Padang. There are about 31 students per class. Data collection techniques use observation (using observation sheets), unstructured interviews, quizzes (essays), documentation. The result of research shows that the application of the i-learn UNAND, social networking-based blended learning method can improve the learning achievement in Accounting Theory course. It is indicated by the improvement of the learning achievement on the affective and cognitive aspects, which became the focus of this research. This is because, with the blended method, learning is not monotonous, the students do not get bored to learn and they are also free to discuss through internet media so that their level of understanding of the material is optimal. The lesson schedule is also not disturbed because lectures can still be done even though the lecturer is unable to enter the class. However, for blended learning, students are required to have a high willingness to learn.

This study aims to determine the Student Teams Achievement Division (STAD) cooperative learning model's effect on student learning outcomes in sustainability accounting courses. This research is a quasi-experimental study involving two groups of students at Andalas University with a total sample of 47 students. The first group of students was not involved with the STAD model, while the second group, students were directed by using the STAD method. By using questionnaires, students were asked to assess their achievements related to (1) attitude and character, (2) improvement in presentation and discussion performance, (3) their experience of making group assignments, and (4) their experience in the implementation of peer reviews. The findings of the study indicate that the application of the STAD type cooperative method can increase student grades. In this study, comments and input were also obtained for improving future learning methods for Sustainability Accounting courses.