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Learning of research method required effective instruction to help students developed research and academic writing skills. Various approaches had been offered to overcome this obstacle. However, these approaches do not have a special treatment to produce a model of instructional activity in generating research and academic writing well. This paper aims to describe the activities structure of a developed learning line to support research and academic writing skills for students in the mathematics education department. The design research method containing preliminary design, teaching experiment and retrospective analysis was applied. The research described how developed learning line on research contributed to 30 students in mathematics education department in Universitas Negeri Medan. Explicitly, the developed learning line on research was successful in promoting understanding of a research process.

Literature review as a crucial requirement in planning a mathematics education research project has received attention in the lecturing of mathematics education research methods in higher education environments. However, the students’ ability to write literature reviews that require skills in managing and analyzing previous relevant research to students’ research requires special attention. This paper aims to represent the significant activities in supporting students’ ability to collect, structure, summarize research finding, and write literature reviews that are relevant to students’ research. Initial data of 15 students’ writing literature review ability was analyzed. Design research comprised the preliminary design, teaching experiment, and retrospective analysis was applied. The outcome of the research presents that students can produce scientific articles through the developed activities of writing literature reviews.

The studi aims to determine the validity, practicality, and effectiveness of teaching materials, and find out the improvement of students’ mathematical problem-solving abilities by using teaching materials that are developed. This type of research is the development using the Dick and Carey development model. This research was conducted at Markus Medan High School, trial I was conducted in class X-IPA while trial II was in class X-IPS. Mathematics learning uses Guided Discovery Learning Model. The results showed that the developed Batak Toba culture based teaching materials could meet valid, practical and effective criteria. Based on expert opinion, the response of students and teachers also states teaching materials can be used easily. Teaching materials meet the completeness of student learning outcomes in a classic way. As for the ability to solve mathematics problem-solving students have increased by 3, 33%. In the first experiment of 83.33% of students who completed, while in the second experiment amounted to 86.66% of students who completed. The conclusion of the research development of teaching materials based on Batak Toba culture fulfills valid, practical and effective criteria. Teaching materials can improve students’ mathematical problem-solving

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.