Abstrak
The Scientific Method Concepts in Science course in the Elementary School Teacher Education (PGSD) program is characterized by material that is not only theoretical but also requires practical understanding through demonstrations or practicums. Hybrid learning serves as an alternative solution that combines online flexibility with offline interaction. This study aims to evaluate the perceptions of PGSD students at FKIP UM Metro regarding the effectiveness of the hybrid learning model in the Scientific Method Concepts in Science course. A descriptive quantitative approach was employed, involving 112 students as samples. Data were collected via online questionnaires and analyzed using descriptive statistics. The results indicate that student readiness is in the very high category, supported by adequate device ownership and digital literacy. The implementation of the hybrid model is proven effective in enhancing the understanding of abstract science concepts, minimizing misconceptions, and increasing learning motivation through the integration of LMS materials and empirical practice. Despite technical obstacles such as signal issues and cognitive load in time management, the level of student satisfaction remains positive. This study concludes that hybrid learning is an adaptive solution that creates a resilient learning ecosystem and provides crucial modeling experiences for future elementary school teachers in the digital era..
