Pre-service physics teachers'readiness and perceptions in implementing renewable energy-focused STEM learning media to support SDG 7

Abstract

This study aims to evaluate the readiness and perception of pre-service physics teacher students in implementing STEM-based renewable energy learning media. This study used a survey method with a sample of 100 physics education students from one of the Teacher Professional Education Institution in Indonesia. Data were collected through a questionnaire that measured understanding of renewable energy, pedagogical readiness, and perceptions of learning media. Data analysis techniques used included descriptive statistics, independent t-tests, and ANOVA tests to analyze differences based on gender, semester, and teaching experience. The results showed that teaching experience had a significant effect on pedagogical and energy literacy, while perceptions of learning media did not show significant differences. In addition, the t-test results showed that gender did not affect the understanding of renewable energy, implementation readiness, or perceptions of learning media. The implications of this study indicate the need for integration of practical experience and training in STEM-based learning media in teacher education to strengthen energy literacy and readiness for implementation of sustainable learning.