<![CDATA[Mitosis is one of the most challenging topics in biology because chromosome behavior cannot be directly observed without laboratory activities, often leading students to develop superficial conceptual understanding. Integrating technology, pedagogy, and biological content through meaningful laboratory experiences may help students better understand this abstract concept. Therefore, this study aimed to determine the effectiveness of TPACK-based direct laboratory learning in improving students’ conceptual understanding of mitosis. A quasi-experimental study employing a one-group pretest–posttest design was conducted with 30 tenth-grade students at a senior high school in Bandung, Indonesia. Students participated in chromosome observation activities using Allium cepa root tips with a BOECO binocular microscope. Data were collected using a conceptual understanding test and analyzed using descriptive statistics, normalized gain (N-gain), and a paired-samples t-test. The findings indicated that students’ conceptual understanding improved significantly after participating in the TPACK-based laboratory learning, with a moderate level of learning gain. The integration of content knowledge, pedagogical strategies, and technological tools enabled students to connect theoretical concepts with direct scientific observation. These findings suggest that TPACK-based direct laboratory learning is an effective approach for teaching abstract biological concepts and provides practical guidance for biology teachers in designing meaningful laboratory-based instruction.]]>
