Problem-solving skills, collaborative skills and the theme of sustainable energy: Perceptions of students and lecturers in electricity lectures

The purpose of this study was to capture the perceptions of students and lecturers on problem-solving skills, collaborative skills, and the theme of sustainable energy in electricity lectures. This research method uses a survey method, namely distributing questionnaires to lecturers and students from several physics education study programs. Subjects who filled out the questionnaire consisted of 6 lecturers and 59 students. Data analysis was carried out qualitatively. The results of the study revealed that most of the students stated that they had received training in problem-solving skills in physics learning, especially in electricity lectures and there had also been efforts by lecturers in practicing physics problem-solving skills. The level of success of problem-solving skills that have been achieved by students has not been revealed, so it is necessary to have an instrument developed to assess the success of solving skills both in terms of cognitive and student performance. Collaboration skills in the learning process have been effective, although there are about 30.51% of students stated that they are not effective for several reasons that are important to be studied further. There is a positive perception of lecturers on sustainable energy learning in physics learning in the electricity course material. 71.1% of student respondents stated that learning physics in electricity course material has not provided awareness and understanding of the development of alternative technologies for renewable energy sources for electronic equipment. Furthermore, there is a need for an effort to develop learning models that have an impact on increasing problem-solving skills and collaborative skills for sustainable development goals, especially the topic of clean and sustainable energy.