Dampak Model Flipped Classroom terhadap Peningkatan Capaian Belajar Siswa

Abstract

This study aims to assess the effectiveness of implementing the flipped classroom learning model in improving student learning outcomes in the context of 21st-century education. The background is the need for learning strategies that adapt to the digital ecosystem, provide independent access to materials, and enable more meaningful face-to-face interactions. The method used was a systematic literature review of relevant scientific articles, focusing on empirical findings, implementation design, and learning outcome indicators. The synthesis of results shows that flipped classrooms consistently improve conceptual understanding, participation, and learning independence, while also supporting differentiation and faster feedback. Effectiveness was found at various levels: elementary school, junior high school, high school, and even university, with avariety of devices and platforms used. This research contributes to enriching the map of effective and relevant learning strategies in the digital age. The main limitation is the reliance on Google Scholar sources; future studies are recommended to expand the literature base, apply stricter selection criteria, and report quantitative effect metrics. The implications are that teachers can design flipped classrooms that are contextual and inclusive.