<![CDATA[Studies on the implementation of the TPACK framework in the Embryology learning shows that, the wise integration of the elements contained in each component of TPACK can significantly enhance the Embryology concept mastery, but the best learning method to be applied has not been identified. The purpose of this study is to identify differences in the effectiveness of e-learning and blended-learning as an element in the TPK component of the TPACK framework toward the enhancement Embryology concept mastery of prospective Biology teachers. This study used Pre-experimental design of One-shot Case Study type, with subjects of 50 students. Changes in the Embryology concept mastery of the students in e-learning were determined through the calculation of difference in pretest and posttest-1 scores, whereas in blended learning were difference in pretest and posttest-2 scores. The significance of changes in the Embryology concept mastery was tested through the parametric z-test and the nonparametric Mann-Whitney U test. The results shows that the enhancement of the Embyology concept mastery as the learning outcome using e-learning and blended learning was not significantly different. It can be concluded that Embryology learning within the TPACK framework can be implemented using e-learning method, and not necessarily using blended-learning]]>
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