<![CDATA[This study addresses students' limited understanding of algebraic multiplication and the limited integration of the STEM (Science, Technology, Engineering, and Mathematics) approach in mathematics learning. The aim is to design a STEM-based Hypothetical Learning Trajectory (HLT) for algebraic multiplication and analyze student responses. Using a design research method, the study comprised three stages: preparation, design experiments (pilot and teaching), and retrospective analysis. The participants were seventh-grade students at SMPLTI Indo Global Mandiri Palembang. Data were collected through observation, tests, interviews, and documentation. Results show that STEM-based HLT, grounded in simple ice cream-making, improved students' understanding of algebraic multiplication, their critical thinking, and their engagement and interest. Students also responded positively to contextual learning that integrates STEM components.]]>
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