Supporting instructional materials play an important role in enhancing the literacy in physics concepts in secondary schools. The present study was aimed to describe supporting material-based physics literacy model. It employed a sequential mixed method using a quantitative literacy test and a qualitative provision of supporting materials about new renewable energies (NREs). The results showed that secondary school students demonstrated varied literacy in physics concepts and that physics teacher students demonstrated varied depth in their presentations of the supporting materials. In addition, there was a correlation between students' physics literacy level and the ability of physics teacher students to deliver the supporting materials. This study concluded there was a correlation between secondary school students' physics literacy and the provision of supporting materials about NREs. This implied the importance of the provision of supporting materials about NREs to enhance students' physics literacy among secondary school students and physics teacher students.
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