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The purpose of this paper is to improve the critical thinking of biology students of STKIP Hamzanwadi Selong on an environment course through the implementation of Problem-Based Learning (PBL) and Group Investigation (GI) through Lesson Study.

This study employed a descriptive qualitative method. The subjects of the study were 73 freshmen biology students academic year 2013/2014 who were divided into two classes. The Lesson Study was conducted in 16 cycles, comprising Plan, Do, and See stages. The instrument of the study used to measure the students’ critical thinking was an essay test which covered several criteria of critical thinking adapted from SOLO Taxonomy.

The implementation of PBL and GI encouraged the students to think critically through planning, arguing, stating questions and problems, and analysing and providing solutions to the surrounding environmental problems.

This study depicted Lesson Study activity on an environment course which focused on the students’ critical thinking activity through the integration of PBL and GI. The learning was conducted through Lesson Study and was based on the environment. The crucial value of the Lesson Study was the lecturers showed more attention to the students since they wanted to know the students’ learning style and what made them learn.

Although the threat of terrorist attacks is not a new phenomenon for hotels, limited literature exists on measures that hotels can take to prevent them or limit their damage. The purpose of this paper is to propose a baseline strategy to address this threat.

Using the terrorist attack cycle and the security function models introduced in this paper, 19 hotel security experts, members of an international working group on terrorism, were tasked to reach consensus on a baseline anti‐terrorist strategy for a hotel. To reach this consensus, the study employed the Nominal Group Technique.

The study presents a six‐step baseline anti‐terrorism strategy and a series of measures and actions under each step. In the centre of this strategy lies the disruption of the terrorist attack cycle.

There are limitations inherent to the Nominal Group Technique which may not allow the generalizability of the findings. However, every effort was made to ensure the reliability and validity of the study.

The study suggests a shift from physical protection alone to a more intelligence‐led approach. Counter‐surveillance, terrorist behavioral analysis, higher visibility of security measures, stronger relationships with local community leaders, collaborative relationships with emergency response agencies and strategic use of risk intelligence providers will have to take a higher place in the agendas of hotel security departments.

The paper presents, for the first time, two models that industry practitioners will find useful when designing security policies: the terrorist attack cycle and the security function model. Each component of the proposed strategy provides a starting point for the design of security strategies tailored on the security needs and budget of any hotel property.

Since its introduction in early 2000s, lesson study has been viewed as a promising and powerful approach to professional development and school improvement in Indonesia. The purpose of this article is to discuss the historical development and unique perspective of lesson study at Indonesia University of Education.

Through a systematic review of the related literature to analyse practitioners and official point of views regarding adaptability and sustainability of the lesson study effort, the author portrays the progress and challenge faced by practitioners of lesson study in Indonesia. The author also points out its “existence proof” through the “story of adaptation” in order to describe the “steady change and improvement” and the “local proof route” in practice.

The review shows consecutive changes that started from reforming student learning, teachers’ learning and empowering the learning community, though reaching the core of instructional improvement is indeed challenging.

In this paper there are two substantial lessons learned, i.e. teaching practice and reflective practice are explicated to underlie the proposed framework of substantive aspects of lesson study. Key factors are also highlighted to develop further a valuable and sustained teacher education and development in Indonesia.

The purpose of this paper is to investigate the influence of metaliteracy on collaborative and individual information behaviour (IB) among academic staff. The goal is to observe the impact of these competencies on knowledge management (KM) and IB in research tasks connected with the humanities and social sciences.

This paper presents an implementation of two combined frameworks into a study on the IB of academics: metacompetencies described by Mackey and Jacobson in the metaliteracy model and Burke’s triple-A model. By using the Dervin’s micro-moment time-line interview framework, authors try to observe the state of development of information literacy and other supportive competencies among younger lecturers and researchers.

Scientists develop patterns of collaborative behaviour based on seven metaliteracy areas in KM.

The study did not include students and other groups related to the academic environment. Their involvement in information processes is a very wide issue and should be the subject of a separate article.

The paper contributes to research development in the area of information literacy as a KM efficiency factor. IB in this paper is a broad concept, in which the development of metaliteracy is an important aspect of lecturers’ and researchers’ KM and collaboration skills.