<![CDATA[Abstract: This study analyzes the effect of the flipped classroom model with scaffolding techniques on junior high school students' critical thinking skills in linear inequality of one variable material. Using a quasi-experimental design (Nonequivalent Control Group Design), the study involved two eighth-grade classes in West Bandung Regency. Data were collected through essay tests covering interpretation, analysis, inference, evaluation, and communication and analyzed using mean difference tests and effect size. Results show that this model significantly improved students' critical thinking skills. With a high-category effect size, the combination of flipped classroom and scaffolding is proven effective in mathematics learning to develop students' critical thinking. Abstrak: Penelitian ini menganalisis pengaruh model flipped classroom dengan teknik scaffolding terhadap kemampuan berpikir kritis siswa SMP pada materi PtLSV. Menggunakan desain quasi-eksperimen (Nonequivalent Control Group Design), penelitian ini melibatkan dua kelas VIII di Kabupaten Bandung Barat. Data dikumpulkan melalui tes uraian dengan indikator interpretasi, analisis, inferensi, evaluasi, dan komunikasi, lalu dianalisis menggunakan uji perbedaan rata-rata dan effect size. Hasil penelitian menunjukkan bahwa model ini berpengaruh signifikan dalam meningkatkan kemampuan berpikir kritis siswa. Dengan effect size kategori tinggi, kombinasi flipped classroom dan scaffolding terbukti efektif dalam pembelajaran matematika untuk mengembangkan berpikir kritis siswa.]]>
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