<![CDATA[In fact, the physics learning process in senior high schools does not encourage students to think critically, resulting in low learning outcomes. This research aims to test the effectiveness of a scientific-based flipped class model to enhance students' critical thinking abilities. The research method used is a quantitative method with a quasi-experimental design, specifically nonequivalent pre-test post-test control group design. The population of this study consists of all tenth-grade science classes at Kutacane State Senior High School 3, and the sampling technique used is total sampling, where tenth-grade science class I serves as the experimental group, while the tenth-grade science class II serves as the control group. The instruments used are observation sheets, tests, and questionnaires. Data were analyzed using the N-Gain test, the classical completeness test, and student response analysis. The results of the study showed that critical thinking skills, as measured by both the classical completeness test and N-Gain test, improved in both classes, with the experimental class showing a high gain index category, while the control class showed a moderate gain index category. Learning using a scientific-based flipped class model is effective in enhancing students' critical thinking abilities because it can facilitate students in accessing the provided learning materials.]]>
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