<![CDATA[This study aimed to develop a learning activity design for weight units based on Realistic Mathematics Education (RME), utilizing the context of farm laborers for fourth-grade elementary students. The study employed Design Research with a qualitative approach, comprising three phases: preparing for the experiment, the teaching experiment, and retrospective analysis. The teaching experiment phase involved a pilot experiment with six students followed by a teaching experiment with fifteen students. Data were collected through observation, interviews, and documentation of student worksheets, then analyzed by comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT). The results showed that in the teaching experiment with fifteen students, all conjectures in HLT 2 aligned with ALT 2. Students were able to use their experience of weighing rice seedlings to discover that 1 kg is equivalent to 1,000 grams, use a table to convert kilograms to grams, and apply this relationship to contextual problems. In the pilot experiment, most HLT 1 activities aligned with student responses; however, the "Let's Draw Conclusions" activity required refinement, as students still needed guiding questions to formulate conclusions independently. These results informed the development of HLT 2 through the addition of tables and stimuli that linked the weighing experience to conversion patterns. In the teaching experiment, all HLT 2 conjectures aligned with ALT 2. The resulting design provides a learning trajectory for weight units centered on the activity of weighing rice seedlings that connects students' concrete experiences with the process of formal mathematization.]]>
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