<![CDATA[Islamic Religious Education (PAI) at the high school level is often still dominated by teacher-centered conventional approaches, resulting in low cognitive learning outcomes and students' intrinsic motivation. This study aims to examine the effectiveness of a digital platform-based Flipped Classroom model on cognitive learning outcomes and learning motivation of Grade X PAI students at SMA N 1 Rantau Pandan. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 students divided into an experimental class (n=32) and a control class (n=32) selected through cluster random sampling. Data collection instruments included a cognitive achievement test (content validity and reliability α=0.87) and a learning motivation questionnaire (α=0.89). Data were analyzed using prerequisite tests (normality and homogeneity), independent and paired sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) there was a significant improvement in cognitive learning outcomes in the experimental class (p=0.001 < 0.05) with a moderate gain category (N-gain=0.58) and a large effect size (d=1.24); (2) learning motivation in the experimental class increased significantly compared to the control class (p=0.000 < 0.05) with a high category. These findings confirm that integrating the Flipped Classroom model with digital platforms effectively improves cognitive domains and PAI learning motivation. This study recommends structured implementation supported by teacher training and school infrastructure, as well as further research combining qualitative approaches to explore student learning experiences in depth.]]>
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