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This research is an educational research that uses quasi-experimental rules about the history of learning conducted by Class XI students majoring in Social Sciences. This research tries to explain how to use the Flipped Classroom learning model to measure students' learning outcomes when learning about history. Flipped Classroom itself is a strategy and learning method to flip (conventional) class conditions. If in conventional classroom conditions, the teacher presents the material in the classroom and is followed by assignments at home, then in this flipped classroom, the teacher assigns the task to students to learn the material to be learned. This flipped classroom model is effective for preparing students before learning history. By having initial knowledge and abilities (cognitive entry behavior) they are expected to be better prepared and more interactive in learning history. The role of the teacher as a conveyor of information (transfer of knowledge) is increasingly reduced and shifted to become a facilitator of learning through tasks and planned future activities. Not all material must be explained verbally. Students have studied at home through various learning sources and media that have been prepared by the teacher. It's just that. With this model, teachers are expected to have the ability and literacy of data and technology as well as adequate ICT and have unlimited creativity. Today's learning emphasizes that students get the value and essence of historical learning materials by utilizing technology to make learning more interesting for students and can make students get maximum learning results.

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Pengaruh Model Flipped Classroom Hasil Belajar Peserta Didik dalam Pembelajaran Sejarah (Studi Kuasi Eksperimen pada Peserta Didik kelas XI di SMAN 1 Bandung)