<![CDATA[Abstract. This study aims to synthesize empirical evidence on the impact of adaptive learning modules within the Flipped Classroom model on elementary students’ learning engagement and mathematical understanding. The review was conducted using a Systematic Literature Review (SLR) approach following the PRISMA 2020 protocol, with the PICO framework guiding the formulation of the research question. Data sources were retrieved from major international databases, including Scopus, Web of Science, ERIC, and ScienceDirect, using a combination of keywords related to flipped classroom, adaptive learning modules, student engagement, mathematical understanding, and elementary education. The screening process initially identified 1400 relevant articles, of which 50 met the inclusion criteria for in-depth analysis.The selected studies involved elementary school students and employed various research designs, including experimental, quasi-experimental, mixed-methods, and qualitative approaches. Common data collection instruments included mathematics achievement tests, engagement observation sheets, motivation and engagement questionnaires, classroom activity recordings, and learning analytics from adaptive learning systems. Data analysis consisted of thematic synthesis, cross-study comparison, and extraction of effect sizes related to learning engagement and mathematical outcomes.The SLR findings indicate that the integration of adaptive learning modules within the Flipped Classroom model consistently enhances students’ behavioral, emotional, and cognitive engagement. Most studies also report significant improvements in mathematical understanding, particularly in conceptual comprehension, retention, and problem-solving abilities. The effectiveness of these interventions is influenced by the quality of technology integration, the appropriateness of adaptive module design, and teacher readiness. However, several challenges persist, including limited teacher training, infrastructure readiness, and variability in adaptive implementation. Overall, the findings affirm that adaptive learning modules in the Flipped Classroom model hold strong potential for improving the quality of mathematics instruction in elementary schools. Keywords: Flipped Classroom, Adaptive Learning Modules, Student Engagement, Mathematical Understanding, Elementary Mathematics Education, Technology-Enhanced Learning Abstrak. Penelitian ini bertujuan mensintesis bukti empiris mengenai pengaruh penggunaan modul ajar adaptif dalam model Flipped Classroom terhadap keterlibatan belajar dan pemahaman matematis siswa sekolah dasar. Kajian dilakukan melalui pendekatan Systematic Literature Review (SLR) berbasis protokol PRISMA 2020 dengan kerangka PICO sebagai dasar perumusan pertanyaan penelitian. Sumber data dikumpulkan dari database internasional seperti Scopus, Web of Science, ERIC, dan ScienceDirect menggunakan kombinasi kata kunci terkait flipped classroom, adaptive learning modules, student engagement, mathematical understanding, dan elementary education. Proses penyaringan menghasilkan 1400 artikel relevan pada tahap awal, dan 50 artikel memenuhi kriteria untuk dianalisis secara mendalam.Studi terpilih melibatkan subjek siswa sekolah dasar dengan variasi desain penelitian, mencakup eksperimen, quasi-eksperimen, mixed methods, dan studi kualitatif. Instrumen yang digunakan meliputi tes hasil belajar matematis, lembar observasi keterlibatan, kuesioner motivasi dan engagement, rekaman aktivitas pembelajaran, serta log data dari sistem pembelajaran adaptif. Analisis dilakukan melalui sintesis tematik, komparasi antar-desain penelitian, dan ekstraksi ukuran efek terhadap keterlibatan dan hasil belajar matematis.Hasil SLR menunjukkan bahwa integrasi modul ajar adaptif dalam pembelajaran Flipped Classroom secara konsisten meningkatkan keterlibatan perilaku, emosional, dan kognitif siswa. Sebagian besar studi juga melaporkan peningkatan signifikan dalam pemahaman matematis, khususnya pada pemahaman konseptual, retensi, dan kemampuan pemecahan masalah. Efektivitas intervensi dipengaruhi oleh kualitas integrasi teknologi, kesesuaian desain modul adaptif, serta kesiapan pendidik. Tantangan yang muncul mencakup keterbatasan pelatihan guru, kesiapan infrastruktur, dan variasi implementasi adaptivitas. Secara keseluruhan, temuan ini menegaskan bahwa modul ajar adaptif dalam model Flipped Classroom memiliki potensi kuat untuk meningkatkan kualitas pembelajaran matematika di sekolah dasar. Kata kunci: Flipped Classroom, Modul Ajar Adaptif, Keterlibatan Belajar, Pemahaman Matematis, Pembelajaran Matematika Sekolah Dasar, Pembelajaran Berbasis Teknologi]]>
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