Analysis of Future Physics Teachers Abilities Using STJ and Pedagogical Content Knowledge Approaches Dian Artha Kusumaningtyas (a*), Ishafit (a), Meita Fitrianawati (a), Efi Kurniasari (b)
a) Ahmad Dahlan University, Yogyakarta, Indonesia
*dian.artha[at]pfis.uad.ac.id
b) Muhammadiyah University of Sukabumi
Abstract
This study aims to analyze the abilities of future physics teachers using the Situational Judgment Test (SJT) and Pedagogical Content Knowledge (PCK) approaches. The study measures the pre-service teachers^ ability to handle various complex teaching situations and their capacity to integrate physics content knowledge with effective teaching strategies. Data were collected through SJT tests and PCK assessments from a group of future physics teachers at a prominent university. The results indicate that this combined approach is effective in identifying the strengths and weaknesses of future physics teachers, providing valuable insights for improving teacher education programs. These findings highlight the importance of developing analytical and pedagogical skills in physics teacher training curricula to enhance the quality of physics education in secondary schools.
