https://research.adra.ac.id/index.php/jnhl <p style="text-align: justify;"><strong>Journal Neosantara Hybrid Learning</strong> provides pedagogical, learning and educational perspectives on topics relevant to the study, implementation and management of e-learning initiatives. Journal Neosantara Hybrid Learning has published regular issues since 2023 and averages 3 issues a year.<br /><br />The journal contributes to the development of both theory and practice in the field of e-learning. The Editorial team consider academically robust papers and welcome empirical research, case studies, action research, theoretical discussions, literature reviews and other work which advances learning in this field. All papers are double-blind peer reviewed.</p> Yayasan Adra Karima Hubbi en-US Journal Neosantara Hybrid Learning 2987-2316 https://research.adra.ac.id/index.php/jnhl/article/view/3048 <p>Traditional teacher professional development (PD) models often fail to equip educators with the high-stakes competencies needed for complex classroom management and adaptation in hybrid learning environments. This inadequacy contributes to high early-career attrition, creating a critical need for high-fidelity, scalable practice solutions that bridge the gap between theory and immediate action. This study aimed to assess the causal efficacy of integrating a standardized Augmented Reality (AR) simulation module into hybrid teacher training, quantifying its impact on specific high-stakes teaching competencies (e.g., de-escalation and non-verbal communication). A quasi-experimental, pretest-posttest control group design (N=80) was used over ten weeks. The Experimental Group engaged in continuous AR simulations, while the Control Group received traditional video training. Competency gains were objectively measured using a specialized rubric and analyzed via ANCOVA. The AR intervention demonstrated a highly significant main effect on competency gains (F=42.15, p &lt; 0.001), resulting in a 20.2 point gain, substantially outperforming the 6.8 point gain from passive training. The AR-trained group achieved a 45-second faster De-escalation Time and a 35\% higher score in Non-Verbal Cues, validating the technology’s ability to foster mastery of subtle, complex skills. The AR simulation model is a pedagogically superior and necessary infrastructural component for teacher PD, effectively overcoming the structural limitations of conventional training. Its success in providing objective, embodied, and highly realistic practice provides a new, scalable standard for certifying hybrid teaching competence and mitigating teacher attrition.</p> Van Sok Rithy Vann Dara Vann Widi Harto Purnomo Copyright (c) 2025 Van Sok, Rithy Vann, Dara Vann, Widi Harto Purnomo https://creativecommons.org/licenses/by-sa/4.0 2025-12-31 2025-12-31 3 2 47 59 10.70177/jnhl.v3i2.3048