Abstract
The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.
 
 Keywords: admission test; content-knowledge ability; level of cognitive development; logical thinking (TOLT); multiple-mini interview (MMI); teacher education.
Highlights
In the era of science and technology innovation, the role of a science teacher became crucial to bring an understanding of the integration of science, technology, mathematics, and engineering (STEM) concepts
This study revealed some impressive results, which are (1) gender and cognitive development level positively affect the basic ability based on the program and TOLT score, but the program is not an influential factor toward all independent variables in this research; (2) there is the significant difference among the programs, especially among chemistry and biology program; and (3) the differences of content ability based on their program is observable on all cognitive development level
The main contribution of this study is to obtain the illustration of gender, and the cognitive development level affects the basic ability of pre-service teachers based on their program
Summary
In the era of science and technology innovation, the role of a science teacher became crucial to bring an understanding of the integration of science, technology, mathematics, and engineering (STEM) concepts. Most teacher training institutions adopt the college admission test to select the pre-service teacher. The selection test was dominated by the content knowledge divided into two main categories: science and social science This test was used in most of the Asian countries such as in China, the selection test system called Gaokao (Yang, 2014), South Korea, College Scholastic Ability Test (Suneung) (Kwon et al, 2017), Taiwan (Tuan & Lu, 2019) and Indonesia (Andreas, 2019) still focused only on content knowledge. Little research has been done before in the selection test that could combine those essential aspects of the specific program in teacher training institutions. Therfore, reformulated the admission test for pre-servise math and science teacher is urgent to select the suitable candidates
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