Utilization of Windmills as Interactive Learning Media to Introduce Power Generation Concepts
DOI:
https://doi.org/10.59525/gej.2064Keywords:
Early Childhood, Learning Media, Renewable Energy Literacy, STEM Education, Wind EnergyAbstract
Environmental degradation and climate change necessitate early childhood renewable energy literacy to foster sustainable behaviors from a young age. However, early childhood education at TK ABA 25 Malang lacked clean energy integration due to conventional text-based teaching methods and an absence of safe kinetic Educational Teaching Aids (APE). This study aims to evaluate the effectiveness of an interactive mini wind turbine APE in introducing mechanical-to-electrical energy conversion concepts to preschool students. Utilizing a descriptive-evaluative Participatory Action Research (PAR) framework involving 20 students (aged 4–6 years) and 4 educators, the intervention combined student windmill drafting with hands-on "Wind to Electricity" experiments. Data were gathered through direct observations, child-friendly visual card pre/post-tests, and teacher interviews, analyzed using percentage formulas and qualitative reduction. Results demonstrated that 90% of participating students achieved clear conceptual comprehension of energy transformation, responding enthusiastically to instant visual LED feedback without chemical batteries. Furthermore, the initiative enhanced teachers' STEM pedagogical capacities, eliminated battery waste, and established a permanent learning asset. In conclusion, simplifying complex engineering concepts into interactive kinetic media provides an effective, safe, and scalable model for early childhood renewable energy education, empowering both learners and educators toward long-term environmental sustainability.
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