Learning trajectory surface area of triangular prism through realistic mathematics education.

Learning Trajectory (LT) is a student's line of thought resulting from Hypothetical Learning Trajectory (HLT). The purpose of this study was to find an LT regarding the surface area of a triangular prism that was tested for class VIII students who had studied the material. This LT is produced from HLT based on realistic mathematics education. The method used in this research is design research. This study consisted of three stages, namely: pre-experiment (designing RME-based HLT), teaching experiment (testing HLT), retrospective analysis (comparing learning outcomes with HLT). The designed HLT is presented in an "iceberg" realistic mathematical education in the form of: situational, model of situational (MoS), model for mathematics (MfM), and formal mathematics. Data collection techniques used in this study were interviews, observation, and tests. The data obtained was then analyzed descriptively. Analysis of data from interviews, observations, and tests was carried out qualitatively. The results obtained in this study are a local theory in the form of LT regarding the surface area of a triangular prism generated through HLT based on the RME approach. Based on the results of the worksheet, learning using real situations bridged with concrete objects in the form of triangular prisms can help students understand the concept of triangular prism surface area. [ABSTRACT FROM AUTHOR]