Exploring the readiness of pre-service biology teachers in designing inquiry-based practicum: An analysis of biology lesson plan

Biology education in the 21st century emphasizes the development of Higher Order Thinking Skills (HOTS) and scientific process skills. Inquiry-based learning is widely acknowledged as an effective instructional approach to achieve these competencies by engaging students in independent investigation and scientific reasoning through practical experiences. However, limited research has examined the extent to which pre-service biology teachers are capable of designing practicum activities grounded in inquiry, particularly within the Indonesian context. This study aimed to evaluate the ability of pre-service biology teachers to design inquiry-based practicum lessons through an analysis of their lesson plans. A qualitative descriptive method was employed to explore the structure and quality of the lesson plans. The population consisted of undergraduate students enrolled in a biology education program at a public university in Indonesia. A total of 69 pre-service biology teachers participated as the sample, organized into 22 collaborative groups. Data were collected through documentation of the practicum lesson plans developed during coursework. These documents were analyzed based on predetermined criteria, including completeness, relevance, and alignment with the essential components of inquiry-based learning. The findings revealed that most pre-service teachers demonstrated proficiency in formulating learning objectives, integrating scientific process skills, and constructing assessment elements. However, significant deficiencies were identified in the elaboration of procedural steps and in the coherence of the inquiry phases implemented. These results highlight the necessity for enhanced pedagogical support and targeted training programs to strengthen procedural planning skills and deepen understanding of the inquiry-based learning model. Preparing future biology educators with these competencies is essential for fostering inquiry-oriented thinking and promoting scientific literacy among students.