Understanding the Concepts of Energy, Change, and Utilization: Exploring Learning Challenges and Strategies for Junior High School Students

This study analyzes the relationship between students' understanding of energy, energy change, and energy utilization concepts. Junior high school students learn about energy change and use through everyday activities like drying clothes, pushing objects, and studying. Contextual learning and practical experiences also affect their capacity to relate energy concepts to noticeable changes in their surroundings. A non-experimental quantitative method with a correlational approach was used in this study, involving 168 junior high school students as a sample using convenience sampling. Data was collected through a questionnaire containing three open-ended questions about energy concepts, changes, and utilization. The results showed that 56.55% of students could understand the concept of energy correctly, but their understanding of energy changes and energy utilization was still low; namely, only 12.50% of students could explain energy utilization well. Correlational analysis showed a positive but weak relationship between the concept of energy and energy change, while the relationship with energy utilization was not significant. The implication of this study is to support the development of more effective teaching strategies about energy, including its changes and utilization. This research can also be the foundation for further research, such as identifying factors that affect students' understanding of energy topics.