Designing Hypothetical Learning Trajectories Circle Material with a Realistic Mathematics Education Approach Through the Tampah Context

Tampah is one of the cultural contexts that has the potential as a context for learning mathematics. This study aims to design a Hypothetical Learning Trajectory (HLT) using the Realistic Mathematics Education (RME) approach with tampah as a context to help students understand the relationship between the central angle and the circumference of a circle. This study uses a design research method that includes three stages, namely initial design, experimentation, and retrospective analysis. The results of the study showed three main stages. in the first stage is, the design, the researcher conducted a literature analysis and compiled the HLT. In the second stage, experimental design, in the experimental phase in the actual class, students succeeded in solving contextual problems as predicted in the HLT planning. The third stage, retrospective analysis, from the results of the analysis carried out, there were other findings from this analysis, namely the need for a different approach for each group, because the abilities of each group were not completely equal. Some groups were able to immediately solve contextual problems because they had members who understood the material, while other groups needed additional guidance from the teacher. The assumptions designed in the HLT proved to greatly influence the smoothness of the discussion. The results of this study also showed that the RME approach developed in this study met the valid criteria.