This study aimed at describing the quality of astrophysics teaching and learning during the implementation of lesson study, including the students' activity and the impact of the lesson for improvement in students' learning outcome. The type of research was case study with descriptive qualitative analysis. The study was done in 3 cycles of Plan, Do and See. The subject was 3 lecturers in science education study program and the 4th semester students of Science Education Study Program Universities Education Ganesha. The data about learning activities and learning outcome was gathered during the learning process which is assessed from the observation sheet, interview and written questionnaire. Also, the students' learning outcome was gathered from the written test. The results showed that the lesson study was conducted in good category and the students' learning activity can be classified as active.

The study was aimed at describing: the quality of lesson study; the quality of student learning activities; and the improvement of students achievement before and after lesson study. The subject of study was 4 lecturers majoring in physics education and one class of students of Physics Education Department, Ganesha University of Education. The object of research was quality lesson study, learning activities, and students’ achievement at basic physics-6. The type of research was case study with qualitative description analysis. The quality of lesson study was measured by observation of plan, do, and see. The improvement of learning activity was measured by observation and interview, and students’ achievement quality in basic physics-6 was measure by test. The results showed: the quality of lesson study is good category; the student learning activity during the lesson study as active category; and the students’ achievement at basic physics-6 after lesson study improved with good category (before lesson study : x ¯ 1 = 41.2 bad category and after lesson study: x ¯ 2 = 73.8 good category)

Abstract-This study aimed to develop and validate theCase-based Learning module to improve the critical thinking skills of high school students. The development model used was the 4-D model that includes, define, design, develope, and disseminate. Module validation was conducted through validity test, practicability test, and effectiveness test which revealed that the module developed has a very high validity with an average score of 4.25 with a very high practicality with an average score of 4.21, and it has the effectiveness to improve critical thinking skills with an average value of the critical thinking skill test of 85.92. Result of t test get t value 22,567> t table (1,868) which means that there is a significant improvement of critical thinking skill of students after the implementation of the module. Thus, the module developed is valid, practical, and effective to improve critical thinking skill of high school student.

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