Abstract
The industrial revolution 4.0 requires human resources who can design and make innovation in various fields including education. The design and innovation cannot be separated from the role of research. DBR as one of the research methodologies is a bridge between the innovations that are developed with the practice in formal education. Validation in a real context provides certainty that the research design can be used effectively to assess, inform, and improve activity at least in that context. However, many university student have not used DBR in educational research. The results of the questionnaire and interviews showed that many mathematics education students have no prior experience about DBR. In fact, as prospective educators, they should know DBR as a provision in designing innovative learning in for their future career. Therefore, this study aims to describe our step in course about how to support students to understand and be skilled in applying DBR. By emphasizing the student centred learning combined with context-based problems, we have succeeded in guiding students starting from strengthening DBR theory, designing learning that is appropriate to the student context, applying its design in the classroom, and finally, students can produce a valid and innovative learning design.
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