The integration of technology into chemistry laboratory instruction remains a challenge for pre-service teachers, particularly in achieving balanced Technological Pedagogical Content Knowledge (TPACK). Many students demonstrate strong content knowledge but struggle to integrate technological and pedagogical aspects during practical work effectively. This study aims to analyze the TPACK profiles of chemistry education students through the implementation of a green chemistry–based laboratory using an integrated Thin Layer Chromatography (TLC) box and a smartphone application to analyze flavonoid compounds from onion skin waste. A qualitative, phenomenological approach was employed to capture students’ learning experiences during the practicum, supported by observation, performance assessment, and evaluation of content understanding. The results indicate that students exhibit strong content knowledge in organic chemistry and chromatographic principles, while technological and pedagogical integration remains limited and uneven. These findings suggest that green chemistry laboratories supported by mobile technology are effective for content learning but require targeted instructional scaffolding to foster balanced TPACK development.
Cahyani et al. (Tue,) studied this question.