<![CDATA[Students often experience difficulties in understanding fundamental concepts of set theory, despite its important role in fostering reasoning and problem-solving skills through classification and logical relationships. To address this challenge, the present study aims to design a learning trajectory that incorporates the cultural context of Gurindam 12 Chapter 6, a traditional Malay literary work by Raja Ali Haji, as a meaningful medium for teaching set theory in Discrete Mathematics courses. This study employs a design research method through three stages: preliminary design, design experiment, and retrospective analysis, involving 21 university students from the Mathematics Education Study Program at Universitas Riau Kepulauan, Indonesia. The intervention was conducted over two learning sessions (each lasting 90 minutes) during a two-week instructional period. Data were collected using various instruments, such as student worksheet responses, classroom video recordings during all sessions, and semi-structured interviews with eight selected students representing different levels of participation and understanding. The learning trajectory design focused on contextualizing Gurindam 12's moral values, which included activities such as identifying set membership, exploring set relationships, and formalizing set operations. The research produced a learning trajectory using the Gurindam 12 Chapter 6 context that helps students understand set theory concepts and contributes to providing alternative contextual learning designs that are meaningful and support the application of PMRI (Indonesian Realistic Mathematics Education) principles. The findings reveal that integrating local cultural wisdom enhances conceptual understanding, develops sociomathematical norms, and bridges mathematical concepts with cultural values.]]>
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