<![CDATA[Mathematics instruction in schools still often relies on conventional, teacher-centered approaches, limiting students’ opportunities to interact, discuss, and collaborate in groups. This situation results in low levels of student engagement, particularly in group discussion. This study aims to analyze the effectiveness of the Flipped Classroom assisted by Google Classroom in enhancing student engagement in group discussions during mathematics instruction. This study employs a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design. The sample consisted of 30 students from Class XI-B of SMA Negeri 1 Lubuk Pakam, selected through purposive sampling. The instruments used were an observation sheet and a student response questionnaire. Data analysis included descriptive statistics, the N-Gain test, the Shapiro-Wilk normality test, and the Paired Sample t-test. The results showed that the average engagement score increased from 61.533 (pre-observation) to 105.833 (post-observation). The average N-Gain of 0.774 was categorized as high, with 73.3% of students in the high improvement category and 26.7% in the moderate category. The student response questionnaire indicated that 96.7% of students rated the experience as “very good.” The paired-sample t-test yielded a calculated t-value of 22.481 with a significance level of 0.000 0.05, so H0 was rejected and H1 was accepted. It was concluded that the Flipped Classroom assisted by Google Classroom in enhancing student engagement in group discussions during mathematics instruction for 11th-grade students at SMA Negeri 1 Lubuk Pakam.]]>
