Abstract
A concise the purpose of the study was to determine the effectiveness of the flipped classroom model on the problem solving skills of science education students. A total of 950 studies were analyzed obtained from six databases consisting of ScienceDirect, Education Resources Information Center (ERIC), Wiley Journal, Springer; ProQuest and IEEE aim to get relevant articles published in 2020-2023. From the analyzed studies, 21 studies were selected for meta-analysis. Data analysis with JSAP software. The results showed that the flipped classroom model provides high effectiveness on the problem solving skills of science education students (rRE = 0.97; 95 % CI [0.840; 1.111]; p < 0.001). This finding provides information for teachers to apply the flipped classroom model to improve students' problem solving skills in learning
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