1 Department of Postgraduate in Elementary Education, Universitas Terbuka, Indonesia.
2 Department of Mathematics, University of Jember, Indonesia.
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(02), 2174–2184
Article DOI: 10.30574/wjarr.2024.22.2.1671
Received on 22 April 2024 revised on 29 May 2024; accepted on 31 May 2024
Addressing climate change and the finite nature of fossil fuels necessitates proactive solutions, one of which is embedding climate change literacy within educational frameworks. This form of literacy aims to equip students with a comprehensive understanding of the concepts, causes, impacts, and potential solutions related to climate change. An educational approach that integrates these elements is the RBL-STEM learning model, particularly through the study of Renewable Energy. For instance, students engage in practical activities like constructing simple water-powered lights, which helps con textualize energy availability issues. This developmental research employed the 4D model to create and refine teaching modules, student worksheets (LKPD), and assessments for climate change literacy. The effectiveness of these materials was evaluated with a cohort of 25 fourth-grade students at SDN Tenggilis Mejoyo I in Surabaya. The findings indicated that the RBL-STEM learning resources related to Renewable Energy were well-designed, effective, and suitable for educational use. Importantly, they significantly enhanced the students' understanding and literacy regarding climate change, demonstrating the value of integrating hands-on, practical learning experiences in the curriculum to foster a deeper awareness and knowledge of renewable energy and climate-related issues.
Learning Materials; RBL-STEM; Water-Powered Light Creation; Climate Change Literacy
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Ike Khusniyawati, Dafik and A. A. Ketut Budiastra. The learning activities of RBL-STEM: Prototyping a water-powered lamp to enhance students' climate change literacy. World Journal of Advanced Research and Reviews, 2024, 22(2), 2174-2184. Article DOI: https://doi.org/10.30574/wjarr.2024.22.2.1671