The aim of this research is to describe the increase of lesson study-based national curriculum mathematic learning management in Junior High School. In general, the research and development used mathematic teachers and students of eight Junior High Schools applying national curriculum in Salatiga Central Java, educational experts, and policy maker. Data collection techniques were observation, interview, documentation, and test. Data analyses were flow qualitative analysis and comparative techniques. Lesson study-based national curriculum mathematic learning management leads to an increase in quality. In learning plan aspects, there are 56,13% average increase in students’ involvement indicator and 55.27% average increase in students’ involvement in determining media. In learning process aspects, there are 55.63% average increase in students’ motivational indicator, 51.83% average increase in self-experience learning, 53.83% average increase in students’ willingness to create conducive situation indicator, 54.23% average increase in students’ involvement in using learning sources indicator, 53.10% average increase in students’ involvement in performing initiative shows, and 56.60% average increase in multi-direction interaction indicator. In learning evaluation aspects, there are 50.20% average increase in students’ activeness in doing the tasks, 58.20% average increase in accomplishing learning result report, and 49.23% average increase in mastery learning result.
Keywords—Management Quality; National Curriculum; Lesson Study; Mathematic Learning.