This chapter discusses the unique characteristics of the volcanic eruptions in Indonesia. We know that Indonesia has 147 volcanoes and 76 of them are active volcanoes and spread along the islands of Java, Lesser Sunda, Sumatra, and Celebes. The characteristics of Indonesian volcanoes are quite unique in terms of the formation process, eruption phenomenon, and the resulting natural disasters. Most volcanoes in Indonesia consist of stratovolcanoes, but this does not mean that the resulting eruptions are always explosive and they have a long period. This can be seen from the activity of Semeru that always erupts effusively every day, Sinabung that has a very short eruption period, Tangkuban Perahu eruption that occurs suddenly with the lack of early signs, and Merapi and Kelud that have eruption period that is getting shorter. Based on the results of our study it can be known that the types of volcanic eruption are influenced by the structure of the constituent rocks of the volcanoes. However, the presence of external control factors in the form of large-scale earthquakes will affect their periodicity. The large earthquakes can affect the stability of the magma chamber that can trigger a premature eruption.

This study aims to integrate Free Learning and Physics Innovation in STEAM-based Renewable Energy Education to improve critical thinking skills in Era Society 5.0 in order to achieve the 2030 Sustainable Development Goals (SDG). This research uses a literature review method that collects and analyzes related articles. The results showed that integrating Free Learning and Physics Innovation in STEAM-based Renewable Energy Education is an effective approach to improving students’ critical thinking skills. Renewable energy education is a relevant and important topic in SDG 2030, and the STEAM approach helps students understand and overcome this challenge. Era Society 5.0 emphasizes technology integration, so the educational approach must constantly be updated and adapted to the times. The results of this literature review can assist educators, policymakers, and researchers in developing educational strategies that align with the times’ needs.

Objective: This research aims to explore improving critical thinking skills by applying Project Based Learning (PjBL) based on the STEAM (Science, Technology, Engineering, Arts, and Mathematics) model in Renewable Energy material at 1st Trowulan State Vocational School. The main aim of this research is to assess the effectiveness of STEAM-based PjBL in improving students' critical thinking skills at 1st Trowulan State Vocational School Trowulan. Method: The research method used was an experiment with a One Group Pre-test and Post-test design. The research subjects comprised 25 students of Class X Computer and Network Engineering 1 (X-1) and 26 students of Class X Computer and Network Engineering 1 (X-2). During the research, students were given PjBL-based learning with a STEAM approach to Renewable Energy material. Before and after learning, students are tested using a pre-test and post-test to measure the increase in their critical thinking skills. Results: The analysis shows that implementing PjBL-based learning based on STEAM is efficacious in improving students' critical thinking abilities. A comparison of pre-test and post-test scores on Renewable Energy material shows a significant increase in students' critical thinking abilities. Novelty: The novelty of this research lies in its new contribution to the field of education. The combination of the PjBL and STEAM approaches in learning Renewable Energy makes a new contribution to preparing students to face real-world challenges that continue to develop. Critical thinking ability is an essential skill in facing the challenges of the 21st century, and this research shows that this approach is practical in developing it. Integrating critical thinking skills into STEAM-based learning provides essential added value in education.

Objective: This study aims to identify the profile of senior high school students' critical thinking skills in ecosystem material on several critical thinking indicators compiled by Ennis. Method: This research uses quantitative descriptive methods. The research used six essay questions prepared to analyze students' thinking skills based on several indicators compiled by Ennis. The population in this study were all high school students at one of the senior high schools in West Nusa Tenggara, with the sample being class X students with a total of 60 students. Results: Based on research findings, it is known that the skills of the students in the sample are divided into three categories, namely very low, low, and moderate. Half of the sample size is in the very low category. At the same time, the rest is divided into the low and moderate categories, where a small number of students belong to the moderate category. Novelty: The novelty of this research is to explore the level of students' critical thinking skills using indicators compiled by Ennis. These results will provide an overall understanding of students' critical thinking skills, which teachers can use as a basis for designing learning designs to train students' critical thinking skills to reach the high and very high categories.

Objective: Education for Sustainable Development (ESD) is an educational agenda that focuses on the quality of learning outcomes and the emphasis on learning content and its contribution to future environmental sustainability, one of which is tackling climate change. Education for Sustainable Development (ESD) can be integrated into curriculum and learning. This study aims to describe and conduct a literature review of the implementation of ESD in climate change learning. Methods: This research is a literature study by screening 370 Scopus-indexed papers in the 2017-2022 time frame into 20 papers for analysis. The analysis results show that journal publications on implementing ESD in climate change learning still need to be made available despite increased research trends. The implementation that has been carried out can be through formal / school and non-formal education with learning innovations and developing curricula and policies. There is a tendency for developing learning innovations is the most widely practiced form of implementation in climate change learning. Implementing ESD in climate change learning is vital in improving the understanding, skills, and awareness of climate change. Novelty: The study reveals an urgent need to develop the right innovations, methods, and designs to implement ESD in climate change learning, especially government policies. These findings invite researchers, practitioners, governments, and communities to be involved in developing innovations, methods, designs, and policies within a sustainable framework by implementing ESD in climate change learning.

Understanding concepts is essential in physics education, as this subject emphasizes the practical application of concepts over rote memorization. This approach helps prevent students from occurring misconceptions. Moreover, learning motivation can raise enthusiasm for learning physics to achieve the expected goals. However, evidence suggests that both variables show low levels. Therefore, this study aims to develop valid, practical, and effective Engklek game ethnoscience-based edutainment learning materials (EGEBLM) to improve students' physics concept understanding and learning motivation. This research utilizes the 4D type (Define, Design, Develop, Dissemination) to fulfill the quality test of the developed learning materials. The sample of this study involved 29 high school students at level XI. The EGEBLM test design used a non-equivalent control group design. Data were analyzed using descriptive and statistical tests, including N-gain, t-test, and MANOVA. The results reveal that EGEBLM is declared valid in content and construct in each component, including syllabus, lesson plans, teaching materials, student worksheets, test instruments, and response questionnaires. Observations indicate that each learning approach's syntax can be effectively implemented ( 3.00), rendering it suitable for educational applications. EGEBLM also meets effective criteria based on descriptive and statistical tests (p 0.05) to enhance conceptual understanding and learning motivation, receiving positive feedback from students to this learning. This learning model combines collaborative discovery learning activities with traditional Engklek games that they have applied everyday, enabling students to understand physics concepts easily and meaningful learning experience. This research has implications as an innovative method in learning physics edutainment, offering an accessible, cost-effective, enjoyable approach while also preserving the Engklek cultural context.