The profile of chemistry students pedagogical knowledge, chemical knowledge, and entrepreneurial knowledge

Educational systems worldwide have realised the essential role of students’ soft skills to survive and compete in this 21st century. Possessing a diverse skill set is crucial for achieving success in this highly competitive era, and cultivating students' entrepreneurial abilities is an essential goal of any education program in universities globally, along with their strong understanding of their field, including chemistry. Chemistry teaching does not only aim to promote students' understanding of chemistry. Rather, the teaching is also designed to teach students 21st-century skills. Therefore, chemistry students must be equipped with strong pedagogical, chemical and entrepreneurship knowledge and skills in order to enlarge their employability opportunities. This study aims to highlight and explore the profile of chemistry education students in terms of pedagogical knowledge (PK), chemical knowledge (ChK), and entrepreneurial knowledge (EK) in a private university in Pontianak, West Kalimantan. This descriptive research employed a survey of 35 students in chemistry education, consisting of 31 women and 4 men. The data was collected using a validated questionnaire. It was found that 62.13% of students exhibited Pedagogical Knowledge, namely, knowledge of teaching and learning methods/processes, and 69.6% of students for Chemical Knowledge, namely, knowledge of chemical concepts. However, only 42.7% of the chemistry students demonstrated Entrepreneurial Knowledge, namely, knowledge about entrepreneurial skills due to the chemistry teaching. These findings are reflected in the student's answers on the social entrepreneurial competencies, inferring a lack of understanding in making business plans from products produced during the chemistry learning. This study emphasises the need to promote pedagogical knowledge, chemical knowledge, and entrepreneurial knowledge through chemistry teaching using a proper instructional approach.