World Transactions on Engineering and Technology Education  2018 WIETE Vol.16, No.4, 2018 351 INTRODUCTION Research is a methodical investigation to advance knowledge [1]. Most higher-education students must undertake some research to gain a degree. Universities offer a specific course, namely research methodology (RM), to prepare students to undertake research. The aim of this course is to enable students to learn about planning, analysing, designing and implementing research. Teaching research methodology has attracted researchers’ attention. Hren et al found that attending an RM class may improve medical students’ confidence in doing scientific research [2]. Another finding was that academics should review and replace outdated materials to improve learners’ approach to research [3]. Barakket promoted a combination of a traditional method with a student-centred approach in a research methodology class [4]. In another example, Braguglia and Jackson created a sequential course of statistics, research methodology and organisational behaviour to develop research expertise among undergraduates [5]. On the other hand, Onwuegbuzie and Leech integrate quantitative and qualitative research methodologies into one course and teach both simultaneously [6]. The combination of community-based research and project-based learning may significantly stimulate students to practise research as a group [7]. Hence, RM and its teaching are evolving. The conceive, design, implement, operate (CDIO) method could be used as a framework for teaching RM. It is a broad, hands-on, verified approach for filling the gap between engineering education and practical engineering needs [8]. This project-driven approach has proved remarkably effective when used for informatics subjects, such as programming [9-12], data structures [13] and embedded systems. Informatics research must support these subjects in a way that addresses real-life problems. Consequently, students should acquire RM knowledge to facilitate their research. In the State University of Malang (UM), Malang, Indonesia, third-year students must take the RM course as a prerequisite for their fourth-year final project. At the end of the semester, each student must lodge a research proposal with the RM lecturer. The lecturer will mark the proposal and decide whether the student passes the course or not. Over the past few years, most students have finished the RM course with an excellent score. However, hardly any students do their final project based on these proposals. Most believe that creating a research proposal in their third year is simply a formality without any utility. As a result, they create a different proposal in their fourth year. The aim of this article is to explore the implementation of CDIO for RM classes. Using the CDIO framework to teach research methodology to informatics students Aji P. Wibawa†, Suyono†, Andi D. Lantara‡, Purnawansyah‡, Haviluddin* & Nataniel Dengen* State University of Malang, Malang, Indonesia† Indonesian Moslem University, Makassar, Indonesia‡ Mulawarman University, Samarinda, Indonesia* ABSTRACT: The conceive, design, implement, operate (CDIO) framework is an extended concept for project-based learning. In considering research as a project, the focus of the study described here was the implementation of CDIO for a research methodology (RM) class. The research reported in this article involved 126 third-year undergraduate students. Over about 16 weeks, to pass the course the students were to write a research proposal for their informatics final project. The proposal was developed based on the CDIO framework. The results were promising; 95% of students were able to develop their research proposals on time. Thus, CDIO has the potential to provide a final project framework for computer science and informatics students.