Renewable Energy Education Framework for Prospective Physics Teachers

Abstract

Teachers play an important role in spreading energy literacy to students at all level of education. Teacher education must be able to provide learning related to renewable energy education. This study aims to describe the framework of renewable energy education for prospective physics teachers. The research method used is Qualitative Document Analysis (QDA), followed up by the Focus Group Discussion (FGD) method. The results show (1) The development of energy education programs at the university level must support the achievement of graduate profiles (2) There are several physics issues or topics at the high school level that are relevant to renewable energy, including climate change, environmentally friendly technology, global warming, and alternative energy (3) There are several global and national policies on renewable energy development that can be accommodated in the program. Renewable energy education framework for prospective teachers must consider four main points: content, context, and learning outcomes (multiple literacy and skills), which are focused on strengthening the profile of graduates. This study recommends the translation of this framework into a more operational and scalable program.