<![CDATA[This study aims to explore students' learning experiences in implementing the flipped classroom model at University X, Bandung City, using a phenomenological approach. The subjects were eight students who attended flipped classroom-based lectures in the odd semester of 2024/2025. Data were collected through in-depth interviews, observation, and documentation, then analyzed using Colaizzi's phenomenological steps including data reduction, coding, categorization, and theme extraction. The results showed that students experienced learning dynamics ranging from initial confusion to the formation of motivation, deeper understanding, and more active social interactions with lecturers and peers. The main challenges that emerged were time constraints, obstacles to technology access, and difficulties adapting to independent learning patterns. Nevertheless, students interpreted the flipped classroom as a meaningful experience that fostered independence, academic responsibility, and digital literacy skills relevant to the demands of 21st-century learning. This study concluded that flipped classrooms have the potential to improve the quality of learning in higher education, both in academic aspects and the development of students' soft skills. However, the success of its implementation depends on student readiness, infrastructure support, and the repositioning of the lecturer's role as a learning facilitator.]]>
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