Vocational High School (VHS) has an essential role in preparing graduates for work and reducing unemployment. Therefore, designing suitable instruction is needed to prepare students to master competencies. Determining the learning model is a strategy in instructional design to improve learning outcomes. Through several empirical studies, Flipped Classroom is one of the effective models in vocational high school today. However, no meta-analysis has been published that specifically examines the effect of flipped classroom on VHS students' learning outcomes. This study aimed to summarize the overall effects of Flipped Classroom model at VHS in various majors with a meta-analysis approach. Nineteen studies from seventeen articles were selected based on established criteria. The results show that Flipped Classroom had a significant effect with ES = 1.678 and SE = 0.282. In addition, this study proved to be varied by using heterogeneity test (Q = 289.669, df = 18, p < .001) and free from publication bias by using fail-safe N approaches (fail-safe N value= 2476, p < 0.001).

The rapid advancement of technology in Indonesia seems not in line with its utilization, especially in the educational field. According to studies, Indonesian teachers are not ready to implement ICT in their classrooms. Furthermore, most elderly teachers are not sensitive enough to technology changes. When it comes to emergency teaching and learning in the pandemic era, teachers as predicted do not have enough capacity to maximize the use of ICT as the only source. This study aims to find out: (1) if the lack of digital literacy skills already happened in college, and (2) pre-service teachers' readiness to face 21st century education. As the result, this study could not prove that the lack of digital skills occurs in college. The digital literacy skills of pre-service are good (77,6%) and they have received multimedia learning subject from university. Related to their readiness toward 21st century learning, most of them claimed not yet ready because of the lack of skills and knowledge in implementing ICT and because of the lack of ICT facility support.