<![CDATA[The flipped classroom strategy in Indonesian language instruction holds significant potential in fostering students’ independence and responsibility in learning, aligning with 21st-century educational demands that emphasize digital literacy and the active role of teachers as facilitators. This study aims to analyze the effectiveness of the flipped classroom strategy in Indonesian language learning at the elementary school level through a systematic literature review. The review focused on scholarly articles published between 2019 and 2023, sourced from accredited academic databases using established inclusion and exclusion criteria. Data were analyzed using qualitative descriptive techniques, emphasizing publication trends, dominant topics, and the impact of instructional strategies on student learning outcomes. The findings reveal a substantial increase in the number of relevant publications, peaking in 2023 with 132 articles. These findings are consistent with previous studies that have demonstrated how the flipped classroom model enhances student motivation, active participation, and academic achievement. The study concludes that the flipped classroom is an effective approach to promoting more interactive and collaborative Indonesian language learning. The implications highlight the importance of teacher competency development in educational technology integration. However, limitations were identified, including unequal access to technology and inadequate digital infrastructure. Therefore, it is recommended that continuous professional development programs for teachers be implemented, along with policy support to ensure equitable access to educational technology. This study contributes to the growing body of literature on technology-based instructional innovations in elementary education.]]>
