Penelitian ini merupakan penelitian eksploratif yang bertujuan untuk mengetahui profil keterampilan berpikir kritis mahasiswa Pendidikan Fisika Universitas Palangka Raya sebagai salah satu LPTK. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif. Metode pengumpulan data melalui observasi lapangan dari 40 mahasiswa sampel dengan menggunakan teknik cluster random sampling untuk melihat proses analisis artikel ilmiah dalam kegiatan pembelajaran dan menentukan kategori akademik mahasiswa.  Data yang terkumpul berupa dokumen tertulis mahasiswa dan hasil wawancara dideskripsikan dan dianalisis setelah diadakan reduksi dan diperiksa keabsahannya dengan menggunakan metode triangulasi.  Hasil penelitian menunjukkan bahwa profil keterampilan berpikir kritis mahasiswa pendidikan fisika Universitas Palangka raya dalam proses analisis artikel ilmiah adalah: 1) interpretasi 37,5%, 2) analisis 32,5%, 3) evaluasi 27,5%,  4) inferensi 22,5%, 5) eksplanasi 22,5%, dan 6) regulasi diri 12,5% dengan rerata persentase 25,8%. Perlu dilakukan upaya sistematis memperbaiki proses pembelajaran dalam upaya meningkatkan keterampilan berpikir kritis mahasiswa calon pendidik fisika.

MCTS learning model (Making Critical Thinking Students) is a learning model that refers to self regulated learning and uses ICT as a learning media. The purposes of this study was to analyze the effectiveness of the MCTS model to improving the critical thinking skills and disposition of students.  This research was carried out to physics education students of Palangka Raya University who was attended the research methodology lecture.  The effectiveness of the MCTS learning model is based on (1) the results of critical thinking skills and disposition of students and (2) students respons to the model. The results of the study show that critical thinking skills of physics education students at Palangka Raya University have increased significantly, with α = 5%,  N-gain average critical thinking skills are consistently at very high criteria. Critical thinking disposition of learning a significant increase in positive criteria. Physics education students at Palangka Raya University averaged 95.33% giving a positive respons to  MCTS learning model and its devices.  Conclusion based on the results of the study of the effectiveness of the MCTS learning model is effective applied in learning to improve the critical thinking skills and disposition of physics education students of Palangka Raya University as a candidate physics teachers.

Research aims to find the effect of project-based Learning and scientific literacy skills on students' critical thinking skills 20 students in virtual learning of the Thermodynamics class at the Physics Education Study Program. The research design used the three-variable regression technique, which consists of two independent variables, namely project-based Learning (X1), the scientific literacy ability  (X2), and the dependent variable, namely critical thinking skills (Y). Data collection techniques include observation sheets, questionnaires with a Likert scale, and evaluation of critical thinking skills. The results of the data analysis show that there is no partial effect of project-based learning on students' critical thinking skills, and the scientific literacy ability variable partially affects the critical thinking skills variable. Project-based Learning and scientific literacy skills significantly affect critical thinking skills. This research implies that there is evidence that Thermodynamics learning is not enough to apply project-based learning but must be equipped with literacy learning because, with a combination of these two things, students' critical thinking skills can increase significantly.

This study aims to determine the critical thinking skills and enthusiasm of prospective physics educator students in learning virtual-based thermodynamics courses. This type of research is a survey research that begins with the development of research instruments using a 4-D development model according to Thiagarajan consisting of 4 stages, namely: define, design, develop, and disseminate. The research subjects were 20 students of the physics education study program at the University of Palangka Raya in the Thermodynamics class. Collecting data using validation methods, evaluation techniques and student enthusiasmquestionnaires. Quantitative data were obtained from the results of critical thinking skills assessment and student enthusiasm questionnaires in the virtual-based thermodynamics learning process given at the end of the lesson. The data analysis technique used quantitative and qualitative descriptive inferential statistical test analysis. The results obtained are the test instrument for critical thinking skills learning outcomes and student enthusiasm questionnaire instruments in virtual-based thermodynamic learning that have been developed are included in the valid criteria, with Cronbach's Alpha reliability () 0.712 < 0.899 which is included in the high reliability criteria; 1) students' critical thinking skills are 87% with an average N-gain of 0.86 critical thinking skills which is in the high criteria; 2) student enthusiasm on average 91.7% students feel enthusiastic about thermodynamics learning that is carried out virtually, which can be seen from the aspect of student's intention to take part in learning by 95%, aspect of goal 90%, aspect of self-potential by 90% and positive thinking aspect by 91.7%.

The 21st century physics educators are expected to have 21st century skills, one of which is having life and career skills. One of the life skills assets is professional entrepreneurship. This study aimed to 1) determine the profile of students' critical thinking skills in innovating problem-solving during physics entrepreneurship course and 2) determine students’ responses about critical thinking skills in innovating problem solving.  This research conducted using preliminary research methods with data collection techniques in the form of description test instrument that filled out by students, and student questionnaires instrument. The data obtained were analyzed descriptively qualitatively.  The study was conducted on 30 students of department of physics education at a university in the city of Palangkaraya.  The results showed that all aspects of critical thinking skills (Facione's version) that were measured, namely the ability to interpret, analyze, evaluate, inference, explain, and self-regulation were on average in the low category (56.9%).   Students gave agreed (A) to very agreed (VA) responses to the implementation of learning that applied critical thinking skills in innovating to solve problems. These results can be concluded that the students have very limited critical thinking skills in solving entrepreneurial problems, so that efforts are needed to improve students' critical thinking skills in solving entrepreneurial problems, one of which is by developing a learning model that can be applied to physics entrepreneurship course which hopefully can improve critical thinking skills of physics education students.