<![CDATA[ This study was motivated by several problems related to students’ learning difficulties in the topic of addition and subtraction of numbers, namely the lack of a well-structured learning trajectory and the low level of students’ mathematical problem-solving abilities. To address these issues, a Local Instructional Theory (LIT) was designed based on the Realistic Mathematics Education (RME) approach that meets the criteria of validity, practicality, and effectiveness.This research employed a development research method by combining the Plomp model with the Gravemeijer and Cobb design research model. The development process consisted of three phases. The preliminary research phase included needs analysis, concept analysis, and curriculum analysis. The development or prototyping phase involved four stages: Prototype 1 (self-evaluation), Prototype 2 (expert review), Prototype 3 (one-to-one evaluation), and Prototype 4 (small group evaluation). The assessment phase consisted of a field test to examine the practicality and effectiveness of the developed instructional theory in real classroom settings. The study was conducted at SDN 26 Bukit Putus Dalam and SDN 20 Muara Jambu, involving second-grade elementary school students. Data were collected through observation, documentation, questionnaires, and test instruments, and analyzed using qualitative and quantitative techniques. The results showed that the developed RME-based Local Instructional Theory was highly valid, very practical, and effective in improving students’ mathematical problem-solving abilities. ]]>
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