<![CDATA[This study aims to analyze the differences in students’ mathematical problem-solving abilities and learning independence between students taught using the Lumi Education-assisted flipped classroom model and students taught using the expository model on the topic of sequence and series applications. This research employed a quasi-experimental design with a quantitative approach, using a non-equivalent posttest-only control group design. The research sample was selected using cluster random sampling technique, with class XI Hosfour 1 as the experimental group and class XI Hosfour 2 as the control group. Data analysis was conducted using the R program, employing Hotelling's T² test for multivariate analysis, and Mann-Whitney and Independent T-test for univariate analysis. The results showed that: 1) there was a significant simultaneous difference between the two groups, with a p-value = 1.028×10⁻⁵ 0.05, 2) there was a significant difference in mathematical problem-solving ability, with a p-value = 2.348×10⁻⁵ 0.05, and 3) there was no significant difference in learning independence, with a p-value = 0.684 0.05. This study concludes that the Lumi Education-assisted flipped classroom model has a significant effect on mathematical problem-solving ability, while it has no significant effect on learning independence.]]>
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