JSER 2018, 2(1), 25-30 Copyright © 2018, JSER, e-ISSN: 2597-9701 JSER Journal of Science Education Research Journal homepage: www.journal.uny.ac.id/jser High School Physics Teacher’s Profile In Teaching For Improving Student’s Energy Literacy Soni Sukendar 1 * , Agus Setiawan 2 Corresponding Author. Email: soni.sukendar@kemdikbud.go.id ABSTRACT Keywords: Energy Literacy, Physics Learning, Teacher Profile The research has been conducted to find out the profile of high school physics teacher in learning that develop student energy literacy. The method used in the research is descriptive-analytics using questionnaires that are distributed to high school physics teachers in MGMP district/city. The data are energy literacy understanding, energy literacy implementation in daily life, ability in developing learning, obstacles, and training needs. Based on the results of data analysis, it can be concluded that high school physics teacher has not yet understood the concept of energy literacy, although it has been implemented in daily life. Physics learning has not yet developed student energy literacy. Therefore it is necessary to develop blended training mode in MGMP. ©2018 JSER. Yogyakarta State University. INTRODUCTION Energy use has a major impact on people's living standards and every major economic sector. The latest issue on climate change mitigation demands attention to energy efficiency and energy use reduction to achieve sustainable economic growth (Chen, et.al., 2013). Indonesia is a major source of energy and energy users. The problems facing Indonesia in the energy sector are fossil energy reserves that are dwindling, the limited access to energy for the community, and the development of alternative energy that is constrained by technological mastery and low financing (BPPT, 2016). Strategies in dealing with energy issues are increasing the capacity of fossil fuel exploration, utilization of new and renewable energy resources, migration of energy consumption patterns in various sectors (BPPT, 2016). It is no less important is the awareness and participation of the community in addressing energy problems (Akitsu, et al., 2017). People are expected to have energy literacy (Cetin & Nisanci, 2010). Research on energy literacy has been widely practiced over the past two decades. Energy Literacy is an educational endeavor that helps pave the way for a safer energy future by empowering individuals to choose appropriate energy-related behaviors throughout their daily lives (DeWaters & Powers, 2011). The framework of developing the energy literacy instrument has been developed covering three aspects of outcome components namely cognitive, affective, and behavioral (DeWaters & Powers, 2011). Contextualized instruments can assess the energy literacy of SMP and SMA students in a multidimensional way (Chen, et al., 2015). Utilization of computer-based tests can reach a wider population (Chen, et al., 2014). Energy and climate literacy should be combined and ideally incorporated into the school curriculum (McCaffrey, 2015). Energy Literacy can be achieved through the education sector (Bamisile, et al., 2016; Hendrickson, et al., 2014; Singhirunnusorn, et al., 2011). Schools in Indonesia are expected to contribute to the energy literacy of students as well as the community. This hope is in line with the literacy movement programmed by the Indonesian government through the Ministry of Education and Culture. In addition, learning what happened today just transferring knowledge to students, and still centered on the teacher. This leads to not 1 Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan IPA 2 Program Studi Pendidikan IPA Sekolah Pascasarjana UPI