<![CDATA[This study examines the effectiveness of the flipped classroom model in improving students’ conceptual understanding in Indonesian language learning. A quantitative quasi-experimental study with a non-equivalent control group design was conducted among 50 eleventh-grade students at a private senior high school in Tangerang, Indonesia. Twenty-five students participated in the flipped classroom group, while 25 received conventional instruction. Data were collected through pre-test and post-test assessments developed to measure the application, analysis, and interpretation of Indonesian language concepts. The findings showed that the experimental group’s mean score increased from 63.84 to 84.00, whereas the control group increased from 63.68 to 69.48. An independent-samples t-test indicated a significant post-test difference between groups (t = 10.012, df = 48, p < 0.001), with a mean difference of 14.52. The findings indicate that the flipped classroom model provides a promising student-centered strategy for strengthening conceptual understanding in Indonesian language learning.]]>
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