Abstract
The research aims to assess multidimensional energy literacy among high school students. The research employed case study method. Participants involved in this research were 30 students (17 male and 13 female students) who had studied the concepts of energy. The data collection instrument was a questionnaire consisting of 25 multiple-choice questions for cognitive aspects, and 17 and 10 statement Likert-scale items for affective and behavioral aspects respectively. The data gathered were analysed using Rasch model. The results of analysis by using Ministep 4.4.1 in the form of Wright map display indicate that the literacy level of high school students on energy is discouragingly low and the teacher has not address students’ energy literacy in learning process optimally. In addition, scores on affective aspect are higher than cognitive and behavioral aspects. These findings provide information for future curriculum development, teaching and learning that can improve the energy literacy of high school students.
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