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

Soni Sukendar, Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan IPA, Indonesia
Agus Setiawan, Program Studi Pendidikan IPA Sekolah Pascasarjana UPI, Indonesia


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.


Energy Literacy, Physics Learning, Teacher Profile

Full Text:



BPPT. (2016). Pengembangan Energi untuk Mendukung Industri Hijau. Jakarta: Pusat Teknologi Sumber Daya Energi dan Industri Kimia.

DOE. (2017). Energy Literacy: Essential Principles and Fundamental Concepts forEnergy Education. Washington DC: US Departemen of Energy.

D. Hendrickson, K. Corrigan, A. Keefe, D. Shaw, S. Jacob, L. Skelton, J. Schon, K.B. Eitel, R.J. Hougham. (2015). Global Sustainability: An Authentic Context for Energy Education. Journal of Sustainability Education, 8.

G.Celtin, & S.H. Nisanci. (2010). Enhancing students’environmental awareness. Procedia - Social and Behavioral Sciences, 2, pp. 1830-1834.

J. DeWaters, & S. Powers. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, 39(3), pp. 1699-1710.

K.-L. Chen, S.-H. Huang, S.-Y. Liu. (2013). Devising a framework for energy education in Taiwan using the analytic hierarchy process. Energy Policy, 55, pp. 396-403.

K.-L. Chen, S.-Y. Liu, P.-H. Chen. (2015). Assessing Multidimensional Energy Literacy of Secondary Students Using Contextualize Assessment”, International Journal Of Environmental & Science Education, 10(2), pp. 201-218.

K.-L.Chen, S.-H. Huang, S.-Y. Liu, P.-H., Chen. (2014). Energy Literacy of Secondary Students in Taiwan: A Computer-based Assessmen,. SDIWC, pp. 87-96.

McCaffrey, M. S. (2015). The Energy Climate Literacy Imperative: Why Energy Education Must Close the Loop on Changing Climate. Journal of Sustainability Education, 8.

M.A. Samsudin, A.H. Harun, N. Nordin, N.H. Haniza, C.A. Talib. (2014). The Effect of Online Project-Based Learning on Students’ Attitudes towards Renewable Energy”, Malaysian Journal of Distance Education, 16(2), pp. 39-57.

M. Yusup. (2017). Analisis Kurikulum Fisika SMA dalam Perspektif Literasi Energi”, Jurnal Inovasi dan Pembelajaran Fisika, 4 (1), pp. 48–53.

O. Bamisile, S. Abbasoglu, M. Dagbasi, M. Garba. (2016). Evaluation of Energy Literacy among Nigerian Senior Secondary Students”, Research & Reviews: Journal of Educational Studies, 3(1), pp. 11-18.

Sukardiyono & Dadan Rosana. (2017). Implementation of integrated science instruction assessment as an alternative to measure science process skills and social attitudes. Journal of Science Education Research Vol 1, No 1.

W. Singhirunnusorn, P. Luesopa, J.Pansee, N. Sahachaisaeree. (2014). Students’ Behavior towards Energy Conservation and Modes of Transportation: A Case Study in Mahasarakham University. Procedia - Social and Behavioral Sciences, 35, pp. 764-771.

Y. Akitsu, K.N. Ishihara, H. Okumura, E. Yamasue. (2017). Investigating energy literacy and its structural model for lower secondary students in Japan. International Journal Of Environmental & Science Education, 12(5), pp. 1067-1095.

DOI: https://doi.org/10.21831/jser.v2i1.19330


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Based on a work at https://journal.uny.ac.id/index.php/jser/index

Accepted and published papers will be freely accessed in this website and the following abstracting & indexing databases:




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.