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This paper aims to analyses the flipped learning researches using the Systematic Literature Review (SLR) to finds its correlation to 21 st century competence development according to twenty articles which reported about flipped learning from 2015 to 2018. The SLR was applied to examine the impacts of the application of flipped learning toward the mastery of 21 st century competencies and the advancement of flipped learning researches both in Indonesia and abroad. The result of review was presented descriptively. The result shows that flipped learning researches have been done on various school subjects and various methodologies. Quasi-experimental design has been the most chosen method. The most used technological media among the various tools is the use of video. The most common keyword is flipped classroom. The impact analysis shows that flipped learning brings positive impacts to the mastery of 21 st century competence which are creativity and innovation, critical thinking and problem solving, communication, and collaboration. The application of flipped learning in Indonesia and abroad shows comparable results. The results of the analysis show that flipped learning is very suitable to be applied in the classroom and becomes an implication for the government or policy makers to recommend flipped learning to be implemented in learning activities.

Chemistry learning at high school should be able to facilitate students to solve real-world problems and improve their learning achievement. However, the reality of students' achievement is still low, which is reflected in the results of the 2019 chemistry national evaluation. For this reason, improving the quality of the learning process is a must. One of the innovative models is project-based learning model (PjBL). Taking a long time to implement is one of the weaknesses of the PjBL model. However, this can be overcome by combining PjBL with flipped learning, so that it becomes a project-based flipped learning (PjBFL) model. This study aims to describe the effect of PjBFL model on student achievement in learning chemistry at high school. This quasi-experimental study used the pretestposttest non-equivalent control group design. The population was 4 classes (119 students) grade XI students of SMAN 1 Bebandem Karangasem Bali. Two classes of sample were selected by random assignment technique. Students' achievement data was collected by an expanded multiple-choice test. Research data were then analysed by ANOVA. The results showed significant differences in students' achievement between students who learned with the PjBFL model and those who learned with DFL. Students' achievement in learning with PjBFL (M = 38.7667; SD = 5.79348) is significantly higher compared to those learning with DFL (M = 34.5333; SD = 8.32004). Chemistry learning in 11th grade student with PjBFL was effectively enhanced the students' achievement.