<![CDATA[The Flipped Classroom model is a student-centered learning approach that encourages students to study learning materials independently before participating in classroom activities. However, Geography learning at SMA Negeri 1 Rote Barat Laut is still predominantly teacher-centered, resulting in suboptimal student participation and learning outcomes. This study aimed to analyze the effect of the Flipped Classroom learning model on improving students' learning outcomes in the Lithosphere Dynamics topic among tenth-grade students at SMA Negeri 1 Rote Barat Laut. The study employed a quasi-experimental method using a pretest-posttest control group design. The research sample consisted of two classes: an experimental class that received instruction through the Flipped Classroom model and a control class that was taught using conventional learning methods. Data were collected through learning achievement tests (pretest and posttest), observations, and documentation. The data were analyzed using an independent sample t-test and N-Gain analysis. The results revealed a significant difference in learning outcomes between the experimental and control classes, with a significance value of 0.000 (p < 0.05). Furthermore, the N-Gain score of the experimental class reached 59.88%, categorized as moderately effective, while the control class obtained only 3.61%, categorized as low. These findings indicate that the Flipped Classroom model has a positive and significant effect on improving students' learning outcomes in the Lithosphere Dynamics topic. Therefore, the Flipped Classroom model can be considered an effective alternative learning strategy to enhance student engagement and academic achievement in Geography education.]]>
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