Implementation of A Mini Solar-Powered Car Experiment to Teach Renewable Energy Concepts in Junior High School

Abstract

The increasing global energy crisis and rising fuel prices highlight the need for effective renewable energy education at the school. However, science instruction in junior high schools often relies on theoretical explanations and limited hands-on activities, which can limit students’ understanding of real-world energy issues. This study aims to implement a mini solar-powered car experiment to support students’ understanding of renewable energy. The study was conducted in a junior high school using the Engineering Design Process (EDP) framework. Students worked in groups to assemble solar-powered cars and investigate the effect of light exposure duration on distance and speed. Data were collected through experimental measurements and students’ answers in worksheets. The results showed that more prolonged light exposure generally increased the distance traveled, while speed fluctuated due to factors such as friction and mechanical inefficiencies. Student reflections indicated an improved awareness of the benefits and challenges of solar-powered transportation. In conclusion, the mini solar-powered car experiment is feasible for school implementation and effective in promoting conceptual understanding of renewable energy and real-world energy issues.