Learning in the Fourth Industrial Revolution era, especially in mathematics, needs to equip students with life skills that can be used in the future such as critical thinking, problem-solving, literacy, collaboration, decision making, creative thinking, responsibility, and independent learning. This study aims to analyze the effectiveness of the Scientific Hybrid Learning model (SHL) in improving learning outcomes in Basic Mathematics courses. This research is a pre-experiment with a two group, pretest and posttest design. The research sample was 91 students divided into two groups: a control class and an experimental class. Before learning with the SHL Model, both classes were given a learning outcome test, and after learning was completed, the students were again given the same learning outcome test. The data collected were tested by descriptive analysis, normality test using Shapiro Wilk, Mann-Whitney U test, and normalized gain (n-gain) calculation. The results show that the SHL model applied to the Basic Mathematics course effectively improved student learning outcomes as indicated by an increase in learning outcomes that was statistically significant ([alpha] = 5%) and an average n-gain that was categorized as effective. In addition to these findings, we also found that learning outcomes related to critical thinking skills resulted in a higher increase (n-gain = 0.76) than literacy skills (n-gain = 0.33). This shows that using the SHL model in the Basic Mathematics course increases critical thinking skills.