Renewable Energy Education Framework (REEF) for Prospective Teachers Dindin Nasrudin, Agus Setiawan, Dadi Rusdiana, and Liliasari
Universitas Pendidikan Indonesia
UIN Sunan Gunung Djati Bandung
Abstract
Teachers play a vital role in spreading energy literacy for students at all levels. Teacher education should be able to provide learning related to renewable energy. This study aims to describe a renewable energy education framework for prospective teachers. The research method used documents and literature studies followed up through a Focus Group Discussion (FGD). The study results show a renewable energy education framework at the undergraduate level, which includes: core aspects, classroom environment, and peripheral influences. The core aspects consist of the target learning outcomes, learning design, and student learning experiences. The aspects of the classroom environment consist of criteria for the learning environment and several appropriate approaches. The aspect of peripheral influence consists of various factors that affect the core and classroom environment aspects, such as the curriculum policy of the campus, community influence, and national policies related to renewable energy. The results of this study can be used as a reference for learning renewable energy in the teacher training program and other non-technical majors.
Keywords: Energy literacy, Renewable Energy, Renewable Energy Education
