Exploring Pre-Service Biology Teachers’ PCK-STEM in the Context Waste Management

Abstract

This study aimed aimed to explore the Pedagogical Content Knowledge STEM education (PCK-STEM) in the contecxt waste management among pre service biology teachers through an analysis of their teaching modules and teaching simulations. The research employed a qualitative design with an exploratory case study approach involving document analysis and classroom teaching simulations. Data were collected from document four participants and analyzed using a score rubric (Likert scale 1-4). Results showed that the highest score was in Curriculum Knowledge (89.06%), followed by Content Knowledge (80.36%), indicating strong alignment with national learning standards and accurate conceptual integration. However, lower scores were found in Knowledge of Students’ Understanding (63.75%) and Assessment Knowledge (72.32%), reflecting limited attention to student misconceptions and formative assessment practices.  Data obtained from the results of teaching simulation observations, participants demonstrated strong performance in assessment strategies (78,75%) and STEM-based pedagogy (75,0%), moderate performance in scientific content clarity (70,0%), weakest area was attention to student learning difficulties (57,5%). This study highlight the need for pre service teacher to provide structured opportunities for reflective practice, support in student centered pedagogy, and authentic assessment with STEM processes.