STEM for Establishing Energy Literacy in Maritime Vocational Education

Abstract

The development of new and renewable energy is an essential issue in the 21 st century that must be delivered to the community, and maritime vocational education has an urgency on the energy literacy for ship engineering cadets. However, learning about energy for engineering cadets still lacks attention. The purpose of this paper is to describe energy literacy, which is reviewed based on the cognitive and affective aspects of cadets in maritime vocational education. This research used the quasi-experiment method, which a total of 61 engineering cadets learned about energy use using the STEM approach. From the results was found that although the achievement of understanding energy literacy from pre-test to posttest score with a small increase but the attitude of cadets towards the importance energy education has 76%, energy-saving attitude on ships 71%, the use of renewable energy 68%, rules on energy use according to ANNEX it must be obeyed is 71%. These results illustrate that it is necessary to continue and add of learning time to increase the cognitive aspects of energy literacy and to improve awareness of the cadets' attitudes about the importance of saving energy and its utilization.

Energy Literacy of Junior High School Students in Indonesia: A Preliminary Study

“…The behavioral domain result distribution for energysaving behavior is high with a percentage of 78,06%, and thoughtful, effective decision-making is moderate with a 63,84% percentage. The low percentage of aspects in the cognitive domain found in this study is consistent with prior research, where basic energy knowledge is 21%, understanding of energy sources and their relationship is 22%, knowing trends in energy use in Indonesia and global energy sources-supply and use is 22%, know the consequences of individual and social decisions associated with the development of energy sources is 21%, and the ability to analyze, interpret, evaluate and the test is 19% [15]. Other studies also found that students were unable to correctly answer questions about the use of energy in daily life, energy-saving behavior, energy conservation, and its impact [14].…”

“…Following up on this research, it suggests applying appropriate learning to enhance student's energy literacy. The learning method that teachers can apply is STEM education, in line with findings of prior research, student's understanding of energy literacy can be enhanced with average achievement [15].…”

“…However, studies about energy literacy in Indonesia is still not being highlighted by experts in Indonesia. Energy literacy among Indonesian students was low based on each indicator, especially energy use in daily life, energy-saving attitudes, energy conservation [14], understanding the effect of developing, applying, and using energy sources [15]. However, those findings do not cover the energy literacy profile of Indonesian junior high school students overall.…”

Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

“…Moreover, Susanti et al (2018) state that the students who used to learn under conventional methods show a significant improvement of their significant competencies (cognitive, affective, and psychomotor) after participating in STEM-based learning settings. Lastly, Mustain and Herlina (2019) discussed that STEM-based learning provides an improvement and good cognitive aspects proven by the increasing post-test score on average.…”

Energy Literacy and Education: The Viewpoint of Stakeholders to Promote Energy Literacy in Education

“…Energy literacy has become the concern of researchers in Indonesia. In general, energy literacy research in education still focuses on developing instruments and measuring energy literacy levels, especially for Pre-Service Teachers [9,10], energy literacy learning in students and by Pre-Service Teachers [11,12], and measuring the energy literacy of vocational school students [13]. No previous research comprehensively explores the views of education stakeholders in Indonesia involving the views of internal, external, and tertiary stakeholders [14].…”