This paper sheds some lights on the practice of lesson study conducted in higher education level in relations to teacher professional development. This study employed an explorative research design which involved a team of three English teachers of STKIP Siliwangi and one class of English Department. The team was involved in jointly designing, teaching, researching, refining a research lesson. The research was conducted in three cycles, in which each cycle was evaluated. The data were collected through two instruments: classroom observation and teachers' reflective notes. The result revealed that the practice of lesson study can create multiple pathways for teaching improvement, especially in terms of collaborative activities done by teachers involved in the lesson study team. The result also revealed that the practice of lesson study the practice of lesson study can improve not only students' academic skills, but also students' social skills.

This research is one of the recipients of Research Grants for Beginner Lecturers (Hibah Penelitian Dosen Pemula) organized by Kemenristek Dikti with the year of implementation of 2017. This study aims to: (1) examine the influence of P.O.W.E.R. learning on the effectiveness of students' learning; and (2) analyze students' writing skills after applying the P.O.W.E.R strategy learning. It is a qualitative descriptive research where the primary data analyzed is the development of student writing before, during, and after the implementation of P.O.W.E.R. Learning. In addition, as secondary data, the analysis of questionnaires, interviews, and classroom observations were tabulated as supporting primary data. Participants selected by using Purposive Participant technique. A total of 80 regular students of the 2016 English Study Program at STKIP Siliwangi were involved. The results of the study showed an increase in students writing skill form before the implementation, during, and after the implementation of P.O.W.E.R. Learning. Based on questionnaire and observation, student also responses positively to the lessons learned. This implies that the students were motivated by the learning process. Thus it can be concluded that P.O.W.E.R. Learning affects the effectiveness of students learning through the realization of learning styles as well as increased learning motivation.

This research aims at describing the relation between students’ ability in critical reading and their mathematical critical thinking at Mathematics Education Study Program of IKIP Siliwang. Critical Reading is one of basic skills for students to comprehend and value information. Reading comprehension skill will affect their study. This research is a descriptive study specifically correlational design. The subject is 40 students of Mathematics Education Study Program who have enrolled the General Indonesian Language subject. The result showed that there was significant correlation between the students’ critical reading skill and their mathematical critical thinking skill, with significance value < 0.05, that is 0.000 and the value of correlation coefficient of 0.774, which means a very strong correlation and positive, indicating a direct relationship. Accordingly, students of Mathematics Education Study Program need to have and practice critical reading to facilitate their mathematical critical thinking.

Komponen pembelajaran dibutuhkan untuk mendukung proses belajar yang efektif dan efisien. Salah satu komponen tersebut adalah media. Hasil temuan penelitian lain menemukan minimnya pemanfaatan media dalam pengajaran bahasa Inggris untuk anak usia dini, khususnya pengajaran kosa kata. Oleh karena itu, pengabdian ini bermaksud untuk membekali keterampilan dan kreatifitas guru dalam pembuatan media pembelajaran bahasa Inggris dengan menggunakan barang-barang yang ada di lingkungan sekitar, terutama barang bekas seperti kardus, botol air minum kemasan, kertas, sedotan, dll. Metode yang digunakan dalam kegiatan pengabdian ini adalah pelatihan. Pelatihan diberikan pada guru-guru bahasa Inggris di Desa Jalancagak, Subang pada 10 Agustus 2019.  Hasilnya, pada dasarnya guru mampu dan cukup kreatif dalam memanfaatkan barang bekas sebagai media pembelajaran. Beberapa media ajar yang dihasilkan adalah ular tangga, papan huruf, dan wayang mobil. Namun, hal ini harus terus dimotivasi dan dikembangkan sehingga tercipta pembelajaran yang inovatif dan atraktif. Media pembelajaran dari barang bekas, bagaimanapun, memiliki keunggulan yang tidak kalah dari media pembelajaran berbasis teknologi.  Selain biaya yang murah, aturan main dari pemanfaatan barang bekas ini sangat mudah dan familiar bagi siswa. Selain itu, guru juga dapat mengembangkan kreatifitas siswa dengan mengajak mereka bersama-sama membuat media dari barang bekas.