This study aimed to determine the effect of the Flipped Classroom model on higher-order thinking skills as a whole and parts in terms of education level and year of publication. The method used in this study is a quantitative method with a meta-analytic research design. Data collection was carried out by searching for relevant or related publication articles on the topic to be studied on internet network sites in the form of Google Scholar, Google Scholar, Research gate, One Search, Microsoft Academia, Academia, and Repository. The sampling technique used purposive sampling technique. The instrument used is a data code sheet that summarizes data and data information. Data were analyzed by calculating the effect size value using the standardized means difference formula. Based on the analysis carried out, it was obtained: 1) The Flipped Classroom model as a whole was effective in improving students' high-level thinking skills, found seven published articles with a mean effect size of 2.225 and classified as very large; 2) The Flipped Classroom model based on educational level is effective in improving students' high-level thinking skills; 3) The Flipped Classroom model based on the year of publication is effective in improving students' high-level thinking skills.