Pedagogical Anxiety Among Pre-Service Biology Teachers During Teaching Practicum on Teaching Internship Program: A Needs Analysis for TPACK- and Self-Efficacy-Based E-Module Development
DOI:
https://doi.org/10.33751/jsep.v10i1.32Keywords:
pedagogical anxiety, pre-service teacher, teaching practicum, biology teaching, TPACK, self-efficacy, needs analysisAbstract
Pedagogical anxiety is a prevalent yet underaddressed challenge among pre-service biology teachers during teaching practicum. While anxiety during field experiences is widely recognized, targeted diagnostic studies that directly inform instructional resource development remain limited, particularly in the Indonesian biology teacher education context. This study aimed to analyze the profile of biology pedagogical anxiety among pre-service teachers during the Teaching Internship Program as a needs analysis foundation for developing a TPACK- and self-efficacy-based e-module. A descriptive survey design was employed, with data collected from pre-service biology teachers using a validated biology pedagogical anxiety instrument organized across four dimensions: Low Self-Confidence in Biology Ability, Fear of Failing to Understand Biology Concepts, Negative Attitude toward Biology, and General Fear of the Subject. Mean scores were categorized using an equal-interval four-level scale (Low, Moderate, High, Very High). Results revealed that 56% of respondents registered in the mild-to-marked or severe anxiety and extreme anxiety categories, with 9% reporting extreme anxiety levels, indicating that for a substantial proportion of student-teachers, the internship constitutes a significantly high-stress professional experience. The overall mean score of 2.59 placed the cohort in the High category. At the dimensional level, General Fear of the Subject (M = 3.08, High) and Fear of Failing to Understand Biology Concepts (M = 2.55, High) emerged as the dominant anxiety drivers, while Low Self-Confidence (M = 2.35) and Negative Attitude toward Biology (M = 2.40) fell in the Moderate range, suggesting that anxiety stems primarily from instructional uncertainty and content-mastery gaps rather than subject disengagement. These findings provide a clear empirical basis for developing a TPACK- and self-efficacy-based e-module targeting the specific pedagogical preparation needs of pre-service biology teachers, and contribute a replicable needs analysis model for evidence-based educational resource development.
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