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Enhancing Students- Activeness and Concept Comprehension and Teachers- Perception on Teacher Quality Improvement through Lesson Study Rusdi Hasan, Nasral Tanjung and Yani Ernawati Dept. Biology Education, University of Muhammadiyah Bengkulu, Indonesia Corresponding author: rusdihasan@gmail.com Abstract Lesson study (LS) originally developed in Japan with over a century is a form of teacher inquiry in which teachers in small groups undertake collectively a cycle of “plan-do-review/see” activities to improve pedagogy and so pupil learning and progress. LS has been practiced in many countries worldwide as well as developing countries in South East Asia region. This paper reported the implementation of LS on enhancement students- activeness in classroom and concept comprehension in biological class as well as teacher-s perception on improving their quality as LS applied. The study was employed in Senior High School Muhammadiyah 4 in Bengkulu located in Southern Sumatra of Indonesia. We used cooperative learning model in three cycles of LS practice of this study. Each cycle consisted of three steps i.e. Plan, Do and See. The results showed that students- activeness during LS in cycle I were 1.9% of excellent, 46.3% of good, 50.6% of fair and 1.2% of poor. The students- activeness were better in cycle II become 7.4% of excellent, 56.2% of good, 36,4% of fair and 0% of poor. In cycle III students- activeness rise to 11.7% of excellent, 71.6% of good, 16.7% of fair and 0% of poor. Students who had excellent and good categories collectively increases from 48% to 64% and 83 % in cycle I, II and III, respectively. In contrast, students who had poor activity decrease from 1% to nil in cycle I to the next cycle. LS made lesson process better and better and enjoyable by students. It was mirrored by student-s comprehension on biological concept in term of Reproduction in human in this study was increased from 64.2 to 75.8 and 82.7 in cycle I, II and III of LS, respectively. Those results reflected that LS implementation improved students- activeness on biology lesson and concept comprehension in biology. On the other hand, all teachers evolved in this study perceived that LS implementation can improve teachers- professional quality and promote teachers professional development. They strongly agreed that LS to be beneficial for them to become a better quality biological teacher.