A crucially important quality student teachers preferably possess in order to facilitate their own learning and career relates to classroom action research skills. This study aimed to design and experiment learning modules for enhancing classroom action research skills among student teachers as well as to present learning modules adapted from the result of design-based research. The research study was divided into three phases. The first phase was the development of the design principle in order to form the conceptual basis for arguments in learning modules by studying relevant documents, concepts and theories along with brainstorming among field experts. The second phase involved the experiment on the implementation of the learning modules on five groups of student teachers in diverse contexts. There were three experiments overall and the data were mainly collected by means of observation coupled with tests and the assessment of classroom action research reports. After that, the data content was analyzed. The final phase dealt with the presentation of the new design principle by adopting lessons from the learning modules. The results were as follows: First, there were six learning modules for classroom action research, including an introduction to classroom action research, problem conditions and variables, the development of research problems, concepts and the research design, the practice of the treatment as well as data collection, data analysis and report writing, and results and discussions, reflection, and 14 weeks of treatment adaptation. The design principle of learning modules created knowledge and skills for classroom action research as well as improving awareness, attitudes, self-awareness and research commitment. Second, the result of the experiment of the learning modules revealed that student teachers held the opinion that classroom action research was not difficult and they understood its benefits and significance, constantly participated in various activities and had more confidence to design and implement the learning modules. The result of the tests and assessment revealed that student teachers had the right knowledge and the products followed the principles of classroom action research. Third, the new design principle from which the new lessons could be drawn after the implementation of the learning module prototype was that there must be interaction between students and the classroom action research activities and that consistency was necessary throughout the whole process. Apart from that, the connection of knowledge and content should be a priority. The learning modules should also have media and documents ready for researchers to adopt and the exchange of different opinions, reflections and improvements of the activities should also be encouraged. Keywords: Learning Modules, Classroom Action Research Skills, Student Teachers
