Abstract
The activities of prospective teachers in the learning process are very important to show the quality of the learning process, particulary research activities. This paper is intended to analyse the research activities of pre-service teachers and their responses in the learning process using research-based learning models. Descriptive qualitative designs were tested by applying qualitative approaches and case studies. Furthermore, data was collected from observations, field notes, interviews, and questionnaires given to 20 pre-service teachers at private universities in Lampung, Indonesia. Data taken from observations and questionnaires were analysed descriptively and then categorised into various categories ranging from very bad to very good. Data collected from interviews were analysed through interactive models, data reduction, data exposures and additions. The findings indicate that pre-service teacher research activities include: identifying problems, formulating hypotheses, preparing research plans, analysing data, drawing conclusions, increasing for three meetings and developing significantly in general. In addition, the research activities of pre-service teachers are considered good. This research is important for the scientific education community, especially in developing future teacher research skills.