SD Santa Maria di Palangka Raya dikenal sebagai sekolah dengan sejumlah prestasi membanggakan serta memiliki pelayanan pendidikan yang baik. Pada tahun 2018 SD Santa Maria Palangka Raya meraih penghargaan sekolah Adiwiyata Nasional dan saat ini sedang dalam persiapan mengikuti Adiwiyata mandiri.  Seriring meningkatnya kepedulian terhadap lingkungan, termasuk di sekolah, penelitian ini bertujuan mengetahui impmentasi program Adiwiyata di SD Santa Maria beserta faktor pendukung dan penghambatnya. Hasil penelitian diharapkan menjadi bahan refleksi bagi sekolah lainnya dalam melaksanakan program serupa dan menjadi masukan untuk meningkatkan kinerja SD Santa Maria. Penelitian bersifat deskriptif kualitatatif dan melibatkan 10 orang responden kunci dari internal sekolah. Implementasi program adiwiyata mengacu pada empat komponen yaitu pengembangan kebijakan sekolah berwawasan lingkungan, implementasi kurikulum berwawasan lingkungan, kegiatan lingkungan berbasis partisipatif, dan sarana pendukung ramah lingkungan. Hasil penelitian menunjukkan bahwa SD Santa Maria telah membuat program-program yang bertujuan untuk menciptakan lingkungan sekolah yang bersih dan berbudaya lingkungan, yaitu perumusan visi dan misi berbudaya lingkungan, implementasi kurikulum berwawasan lingkungan, program pengelolaan sampah, Jum’at bersih, penghematan penggunaan listrik, air, dan ATK, serta pengelolaan layanan kantin sekolah. Faktor pendukung yang dominan yaitu, pertama, kerjasama yang baik antara sekolah dengan orang tua/wali siswa, dan masyarakat. Kedua, lingkungan sekolah yang memungkinkan untuk dijadikan ruang terbuka hijau karena memiliki areal luas dan sarana prasana yang mendukung. Faktor penghambat yaitu alokasi dana yang dibatasi pada anggaran sekolah (RKAS), dan kurangnya personil dalam perawatan sarana prasarana.

This research aims to analyze the inquiry learning model in the physics learning process. The samples of the study were 10 theses done by physics education students of Palangka Raya University. The theses were written by the students based on their research in applying the inquiry model in Palangka Raya Senior High School and in Junior High School. The theses were selected from among hundreds of reports based on the similarity topics started from the year 2015 until 2019. The method of this research is called meta-analysis, i.e., collecting the data from 10 selected thesis and analyzing them. To ensure the result, the researcher also carried out an interview with the students who wrote the thesis. The result of this meta-analysis research is that the inquiry learning model can improve student learning outcomes and also able to improve student skills such as Science Process Skills. However, the average score of the physics classes was still below the Minimal Achievement / Completeness Criteria, which is 75 %. It was found from the interview that the low achievement score of the physics classes was likely due to the lack of experience in teaching as well as lack of mastering the inquiry model.

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.

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%.

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