<![CDATA[This study aims to analyze students' problem-solving abilities after participating in learning using the Realistic Mathematics Education (RME) approach based on ethnomathematics in the subject of reflection. The research method used is design research with research instruments in the form of Hypothetical Learning Trajectory (HLT), Student Activity Sheets (LKPD), written test sheets, and interview guidelines. The data obtained were analyzed using data analysis techniques according to Miles and Huberman, namely: reducing data, presenting data, and drawing conclusion. The written tests used to measure students' problem-solving abilities consisted of two types of questions based on Polya's problem-solving indicators and were given after the learning process. The results showed that after participating in learning using the ethnomathematics-based RME approach, students began to demonstrate the ability to review their answers and understand problems through a reflective context related to the culture of Lamalera ikat weaving. However, students still had difficulty formulating strategies and implementing systematic problem-solving plans. These findings indicate that the ethnomathematics-based RME approach has the potential to foster reflective and contextual thinking skills in mathematics, although students still need more time and practice to optimally develop their problem-solving skills.]]>
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