Dini Andiani, Darhim, Elah Nurlaelah
Trigonometry materials are still considered complex materials at the secondary level. It is necessary to design an appropriate learning trajectory for trigonometric ratios so that the students can quickly build the concept. This study aims to design a learning trajectory for trigonometric ratio material through Realistic Mathematics Education (RME). This study uses a research design involving 10th-grade high school students in Bandung City in the 2023-2024 academic year. The research data was collected through data collection using written test instruments, student worksheets, observations, interviews, and documentation. The results of the study showed that the trigonometric ratios learning trajectory consisted of raffia stretching activities from the table base to the student's head, measuring the student's height and shadow, experimenting with making three right triangles from paper, observing a picture of a calendar in the form of an equilateral triangular prism, observing a bed or bunk bed, and observing a picture of a skier going down an iceberg. Students can quickly build the concept of trigonometric ratios from several activities provided. In addition, various learning flows from various activities make it easier for students to build knowledge about trigonometric ratios and solve problems presented contextually. © 2026, City University of New York. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia; Department of Mathematics, Universitas Bale Bandung, Indonesia
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