High School Physics Teacher ’s Profile In Teaching For Improving Student ’ s Energy Literacy

The research has been conducted to find out the profile of high school physics teacher in learning that develop student energy literacy. The method used in the research is descriptive-analytics using questionnaires that are distributed to high school physics teachers in MGMP district/city. The data are energy literacy understanding, energy literacy implementation in daily life, ability in developing learning, obstacles, and training needs. Based on the results of data analysis, it can be concluded that high school physics teacher has not yet understood the concept of energy literacy, although it has been implemented in daily life. Physics learning has not yet developed student energy literacy. Therefore it is necessary to develop blended training mode in MGMP.


INTRODUCTION
Energy use has a major impact on people's living standards and every major economic sector. The latest issue on climate change mitigation demands attention to energy efficiency and energy use reduction to achieve sustainable economic growth (Chen, et.al., 2013). Indonesia is a major source of energy and energy users. The problems facing Indonesia in the energy sector are fossil energy reserves that are dwindling, the limited access to energy for the community, and the development of alternative energy that is constrained by technological mastery and low financing (BPPT, 2016).
Strategies in dealing with energy issues are increasing the capacity of fossil fuel exploration, utilization of new and renewable energy resources, migration of energy consumption patterns in various sectors (BPPT, 2016). It is no less important is the awareness and participation of the community in addressing energy problems (Akitsu, et al., 2017). People are expected to have energy literacy (Cetin & Nisanci, 2010).
Research on energy literacy has been widely practiced over the past two decades. Energy Literacy is an educational endeavor that helps pave the way for a safer energy future by empowering individuals to choose appropriate energy-related behaviors throughout their daily lives (DeWaters & Powers, 2011). The framework of developing the energy literacy instrument has been developed covering three aspects of outcome components namely cognitive, affective, and behavioral (DeWaters & Powers, 2011). Contextualized instruments can assess the energy literacy of SMP and SMA students in a multidimensional way (Chen, et al., 2015). Utilization of computer-based tests can reach a wider population (Chen, et al., 2014). Energy and climate literacy should be combined and ideally incorporated into the school curriculum (McCaffrey, 2015). Energy Literacy can be achieved through the education sector (Bamisile, et al., 2016;Hendrickson, et al., 2014;Singhirunnusorn, et al., 2011).
Schools in Indonesia are expected to contribute to the energy literacy of students as well as the community. This hope is in line with the literacy movement programmed by the Indonesian government through the Ministry of Education and Culture. In addition, learning what happened today just transferring knowledge to students, and still centered on the teacher. This leads to not 1 Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan IPA 2 Program Studi Pendidikan IPA Sekolah Pascasarjana UPI getting the experience to understand the concept in full by the student (Sukardiyono & Rosana, 2017).
Energy literacy is more closely related to science, physics, chemistry, and biology (DOE, 2017). In terms of competency attitudes, knowledge and skills in the 2013 curriculum, high school physics subjects have the potential to grow and develop energy literacy (Yusup, 2017). The role of high school physics teacher is quite important in membelajarkan physics that can cultivate energy literasi. The issues to be answered in this paper are: 1. How is the understanding of high school physics teachers on the concept of Literacy Energy in Learning? 2. How far is the implementation of physics learning in order to develop student energy literacy? 3. How does the training program fit the teacher's needs?

METHODS
The instrument was developed in a questionnaire form referring to Table 1. The discussion focused on the teacher's claim in responding to the questionnaire.
Respondents were randomly selected by distributing an online questionnaire to high school physics teachers in the district / city MGMP. The participating physics teachers responded to a questionnaire of 196 from NAD, Jambi, Lampung, North Sumatera, West Sumatera, South Sumatra, Riau Islands, Riau, Kep. Bangka Belitung, Banten, DKI Jakarta, West Java, Central Java, East Java, DIY, Bali, West Kalimantan, South Kalimantan, South Sulawesi, and West Papua.
Quantitative analysis is conducted to describe teachers' perceptions of energy literacy and their contribution in physics learning from planning, implementation and assessment of learning.

Understanding the concept of energy literacy in learning
Understanding the concept of energy literacy in the studied study involves: explaining the concept of energy literacy, applying energy literacy in everyday life, determining high school physics content related to energy literacy, and identifying potential local environments (context) that can be used as a source of learning about literacy energy. Based on the response to the questionnaire that has been dispersed, the data obtained as presented in Table 2.  From the data it can be seen that high school physics teachers do not know comprehensively the concept of energy literacy, although in fact they have implemented or behaved to apply energy literacy in everyday life. As a member of the community, this condition is good, but as a teacher who is obliged to instill energy literacy, then the teacher must master his theory as well. The respondents had no difficulty in determining the physical content and identifying the environmental potential to be used. However, such claims need to be compared with their claims to the development of their learning.

Implementation of Physics Learning
The ability of physics teacher in implementing physics learning which grow energy literacy can be seen from the indicators of part B in Table 1. Based on the response to the questionnaire that has been spread, the data obtained as presented in table 3. Table 3 shows that high school physics teachers still have difficulty in planning and implementing learning that fosters student energy literacy.

Teacher Training Needs
Training needs analysis (TNA) is obtained by identifying the difficulties that teachers face in implementing the learning as well as the desired form of training. Based on the response to the questionnaire that has been spread, obtained the data as follows. Most respondents claim to have difficulties in integrating energy literacy content in physics learning, in the form of: a. Lack of reference: 70% b. While the form of training desired by the respondents is presented in Table 4. Based on the data in Table 4, it can be concluded that training should (1) not be implemented on weekdays, only on MGMP days only. (2) using a combined / blended mode between face-to-face and online modes. (3) Training duration per day maximum 4 JP. (4) Methods vary and there needs to be an assignment. Subject of training required by high school physics teachers is presented in Table 5. To strengthen understanding, there needs to be an independent assignment 84 The subject of this training is the materials they have not learned in the preservice program when they are studying at LPTK. Besides that the material chosen respondents is material that has not been studied in the inservice program either training program by the ministry of education or by other institutions.

CONCLUSION
Physical learning has an opportunity to contribute to the development of student energy literacy. Teachers are expected to play an optimal role, so that knowledge, attitude, and behavior can be an example for students in developing energy literacy. In addition, the competence of teachers in implementing physics learning that integrates energy literacy needs to be improved through various programs. Professional communities such as the MGMP are an appropriate forum for improving the professionalism of teachers. Training programs should be synchronized with the MGMP program so as not to undermine the teacher's primary obligation as an educator in the school. The training modes that the teacher is interested in are blended training that incorporates face-to-face mode on MGMP day and the next online mode on weekdays.