Design-Based Research (DBR) is the way for educator or researcher to understand and analyze in natural setting to maximize teaching

and learning. According to Reeves (2000), Ann Brown (1992) and Alan Collins (1992) defined critical characteristics of design experiments as addressing complex problems in real contexts in collaboration with practitioners, integrating known and hypothetical design-principles with technological affordances to render plausible solutions to these complex problems and conducting rigorous and reflective inquiry to test and refine innovative learning environments as well as to define new design-principles. This means as an educator in class at school DBR can provide a solution to help pupils in their learning processes. Throughout the design process we are able to improve practise, for greater understanding, better learning and see the result when using multiple methods and ongoing assessment of the impact of change. From the articles a quality DBR study is defined first, by the being situated in a real educational context. This means real educational context provide a real problem and give sense to researcher to uncover problem occur. Second, focusing on the design and testing of a significant intervention. According to Mingfong, Yam San and Ek Ming (2010) presented for design characteristics that they suggest must be aligned to create effective interventions. These are frameworks for learning, the affordances of the chosen instructional tools, domain knowledge presentation and contextual limitations. As a researcher time is more important, our commitment doing research and contingencies that are involved. From the documented the reader of the research can give judge and opinion to improve the researcher achievement. Third, using mixed methods indicates using multiple methodologies. Selecting from different research tools and techniques depend on what they see of need and apply their finding.