Junior high school students' mathematics learning outcomes, particularly in the topic of Systems of Linear Equations in Two Variables (SPLDV), remain low due to the teacher-centered learning process, which makes students less active and makes it difficult to grasp concepts in depth. This situation indicates the need for innovative learning models that encourage student independence and active involvement. One relevant alternative is the problem-solving model.Flipped Classroom, which allows students to study material independently outside of class through digital media and utilize face-to-face class time for discussion and problem-solving activities. This study aims to determine the effect of implementing the learning model.Flipped Classroom on students' mathematics learning outcomes in SPLDV material. The research approach used was quantitative with a quasi-experimental design (as if an experiment) typenonequivalent control group designThe research subjects were students of class VIII of UPT SMPN 1 Rembon who were divided into two groups, namely the experimental class which was taught using the modelFlipped Classroom and control classes with conventional learning. Data were collected using validated learning outcome tests and analyzed using thet two independent samples after fulfilling the assumptions of normality and homogeneity. The results of the study showed that there was a significant difference between student learning outcomes in the experimental class and the control class, where the average student learning outcomes in the class that implemented theFlipped Classroom higher. Thus, the model Flipped Classroom has a positive effect on improving students' mathematics learning outcomes in SPLDV material and can be used as an alternative effective learning strategy at the junior high school level.
Maria Parore1*, Hersyati Palayukan2, Evy Lalan Langi3, Suri Toding Lembang4 (Sun,) studied this question.