<![CDATA[This study aims to determine the effect of the Flipped Classroom learning model on the ability to understand algebra concepts of class VII-B students at Santo Yoseph Private Middle School Medan, consisting of 36 students consisting of 15 male students and 19 female students. The Flipped Classroom model is a learning approach that combines independent learning through videos before face-to-face activities in class. The research method used is quantitative with a quasi-experimental design. The instruments used are pretest and posttest tests that are arranged based on four indicators of conceptual understanding abilities. The results of the study showed that the average posttest score increased, meaning that students' conceptual understanding abilities increased from 8 in the pretest to 13 in the posttest, with the percentage of classical completeness increasing from only 14% of the total students who passed or got satisfactory scores to 53%. The normality test showed that the data were normally distributed. The results of the simple linear regression test showed that the Flipped Classroom model had an effect of 53.4% on improving students' conceptual understanding. The paired simple t-test also showed a significant effect between the pretest and posttest. Thus, the application of the Flipped Classroom model has proven effective in improving students' ability to understand algebraic concepts.]]>
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