Renewable Energy Science Literacy for Elementary School Students for Ecological and Social Awareness

Abstract

The global energy crisis, driven by fossil resource depletion, heavy dependence on non-renewable energy, and the impacts of climate change, highlights the urgent need for a transition toward renewable energy. Primary education holds a strategic role in shaping students’ character, critical thinking, and ecological awareness from an early age. Science literacy, which includes the ability to understand, evaluate, and apply scientific concepts, serves as a crucial foundation to address the complexity of energy and environmental issues. However, Indonesia’s elementary curriculum has not yet fully optimized the integration of renewable energy materials and remains dominated by lecture-based approaches, leaving students with theoretical knowledge without developing deeper ecological awareness. This study adopts a qualitative descriptive method to analyze the urgency of enhancing renewable energy science literacy in primary schools. Findings reveal that contextual, interactive, and problem-based learning can significantly improve science literacy while fostering students’ social responsibility in energy use. Thus, renewable energy education emerges as a strategic means to cultivate environmentally responsible global citizens.