Melola Discovery

← Melola Discovery

Jurnal SINTA 1

Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Hybrid Learning Environment

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 1 (2025)

DOI
10.15294/jpii.v14i1.16819
ISSN
2089-4392, 2339-1286
Published
2025-05-01
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The integration of hybrid learning in science education presents both opportunities and challenges for pre-service teachers, particularly in balancing technological, pedagogical, and content knowledge (TPACK) while embedding 21st-century skills. This study examines pre-service science teachers’ perceptions of their TPACK competencies and ability to integrate critical thinking, creativity, communication, and collaboration in hybrid learning environments. Semi-structured interviews were conducted with twelve purposefully selected pre-service teachers using a basic interpretive qualitative approach. Thematic analysis identified one theme - Teaching in a Hybrid Environment, with two sub-themes: delivering science lessons and integrating 21st-century skills. The participants demonstrated adaptability in using digital tools for instruction; however, inconsistencies in technological proficiency and challenges in pedagogical application suggested more structured training. The findings highlight the importance of professional development programmes that provide targeted support, hands-on digital tool training, and instructional strategies tailored to hybrid science education. This study contributes to educational research on TPACK implementation and enlightens teacher preparation programmes with evidence-based recommendations by addressing these gaps. Aligning with the United Nations Sustainable Development Goal (SDG) 4: Quality Education, it underscores the urgency of equipping future educators with the digital competencies and pedagogical expertise required for evolving teaching environments.

Keywords

Collaboration network of the authors

19 authors · 58 co-authorship links · 26 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universiti Teknologi MARA
  • Muria Kudus University
  • Walisongo State Islamic University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Saiful RidloState University of Semarang1
H. MarinaState University of Semarang1
Dian SapitriState University of Semarang1
L ListyonoWalisongo State Islamic University1
Sekar Dwi ArdiantiMuria Kudus University1
Savitri WanabuliandariMuria Kudus University1
Sigit SaptonoState University of Semarang1
Arif WidiyatmokoState University of Semarang1
Aprilia Puji LestariState University of Semarang1
ilda rizkya juliyaniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Hybrid Learning Environment</dc:title>
	<dc:creator xml:lang="en">Mat Salleh, Muhamad Furkan</dc:creator>
	<dc:creator xml:lang="en">Ahmad Syamil Mohd Basri</dc:creator>
	<dc:creator xml:lang="en">Mohamad Hisyam Ismail</dc:creator>
	<dc:creator xml:lang="en">Zulinda Ayu Zulkipli </dc:creator>
	<dc:creator xml:lang="en">Nabilah Abdullah</dc:creator>
	<dc:creator xml:lang="en">Siti Zuraida Maaruf </dc:creator>
	<dc:creator xml:lang="en">Lutfia Nur Hadiyanti</dc:creator>
	<dc:creator xml:lang="en">Siti Alimah</dc:creator>
	<dc:creator xml:lang="en">W. H. Nugrahaningsih </dc:creator>
	<dc:subject xml:lang="en">Technological Pedagogical Content Knowledge (TPACK)</dc:subject>
	<dc:subject xml:lang="en">Pre-service teachers</dc:subject>
	<dc:subject xml:lang="en">21st century skills </dc:subject>
	<dc:subject xml:lang="en">Teacher training</dc:subject>
	<dc:subject xml:lang="en">Hybrid Learning </dc:subject>
	<dc:description xml:lang="en">The integration of hybrid learning in science education presents both opportunities and challenges for pre-service teachers, particularly in balancing technological, pedagogical, and content knowledge (TPACK) while embedding 21st-century skills. This study examines pre-service science teachers’ perceptions of their TPACK competencies and ability to integrate critical thinking, creativity, communication, and collaboration in hybrid learning environments.  Semi-structured interviews were conducted with twelve purposefully selected pre-service teachers using a basic interpretive qualitative approach. Thematic analysis identified one theme - Teaching in a Hybrid Environment, with two sub-themes: delivering science lessons and integrating 21st-century skills. The participants demonstrated adaptability in using digital tools for instruction; however, inconsistencies in technological proficiency and challenges in pedagogical application suggested more structured training. The findings highlight the importance of professional development programmes that provide targeted support, hands-on digital tool training, and instructional strategies tailored to hybrid science education. This study contributes to educational research on TPACK implementation and enlightens teacher preparation programmes with evidence-based recommendations by addressing these gaps. Aligning with the United Nations Sustainable Development Goal (SDG) 4: Quality Education, it underscores the urgency of equipping future educators with the digital competencies and pedagogical expertise required for evolving teaching environments.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-05-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/16819</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i1.16819</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 1 (2025): March 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/16819/4039</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>