Abstract

Conclusion. Conclusion. This study concludes that the integration of Tudang Sipulung cultural values into the Flipped Classroom strategy is valid, practical, and effectively improves students' understanding and problem-solving skills in science. Structured stages rooted in local values facilitate contextual, collaborative, and meaningful learning. Students demonstrated improved post-test scores and moderate N-gain (0.6), indicating strong pedagogical value.

Keywords: Flipped classroom, Tudang Sipulung, science, local culture, problem solving

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