<![CDATA[Objective: A bibliometric analysis was conducted to comprehensively map publication trends, conceptual structures, shifts in research focus, and knowledge gaps regarding Learning Management System (LMS)-based flipped classrooms in physics education between 2020 and 2025. Method: A quantitative descriptive approach was employed via bibliometric analysis guided by the PRISMA 2020 screening protocol. We processed 239 documents retrieved from the Scopus database using Scopus Web Analytics for statistical performance analysis and science mapping techniques. Results: Findings indicate that annual publication dynamics fluctuated but rebounded in 2025, accumulating 2,872 citations and an h-index of 24. The research's conceptual network is divided into seven main clusters representing the relationships between flipped classroom pedagogy, e-learning, and learning analytics. A thematic evolution map reveals a paradigm shift from emergency adaptation responses to remote learning (2020–2021) toward the utilization of data analytics, the development of critical thinking skills, and self-regulated learning (2024–2025). Novelty: This research maps the LMS as a conceptual dimension integrated with the pedagogical characteristics of physics education, particularly in supporting the learning of abstract physics concepts. These findings expand understanding of flipped classroom evolution by showing the trajectory of LMS development from mere digital learning infrastructure to environments that support pre-class diagnostic quizzes, interactive simulations (such as PhET), learning analytics, and the cultivation of critical thinking and self-regulated learning skills. Consequently, this study provides a conceptual foundation for developing LMS-based flipped classroom designs that are more adaptive and aligned with the specific characteristics of physics learning.]]>
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