<![CDATA[Penelitian ini bertujuan mengembangkan lintasan belajar refleksi melalui pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) dengan konteks Batik Gambo Muba. Metode yang digunakan ialah design research tipe validation study melalui persiapan dan perancangan, eksperimen desain, serta analisis retrospektif. Subjek terdiri atas enam siswa pada pilot experiment dan 26 siswa kelas IX pada teaching experiment. Data observasi, wawancara, dokumentasi, dan pekerjaan siswa dianalisis secara kualitatif dengan membandingkan Hypothetical Learning Trajectory (HLT) dan Actual Learning Trajectory (ALT). Lintasan yang dihasilkan mencakup pengamatan konteks, identifikasi pola geometri, pemodelan refleksi, formalisasi aturan, dan penerapan konsep. Pada pilot experiment, empat siswa mengalami keterbatasan waktu pada aktivitas pemodelan, lima siswa dapat memformalkan aturan, dan dua siswa menyelesaikan aktivitas penerapan dengan tepat. Temuan tersebut mendasari penyederhanaan kegiatan menggambar, perbaikan gambar dan pertanyaan, serta penggunaan soal penerapan berkonteks batik. Contoh pekerjaan dan wawancara pada teaching experiment menunjukkan perubahan koordinat yang sesuai dengan refleksi terhadap sumbu x dan sumbu y. Penelitian ini menghasilkan rancangan Local Instructional Theory (LIT) awal yang menjelaskan hubungan aktivitas, representasi, dan penalaran refleksi dalam konteks penelitian, tanpa menyimpulkan efektivitas komparatif. Kata kunci: Batik Gambo Muba, refleksi, lintasan belajar, PMRI Abstract: This study developed a learning trajectory for geometric reflection through Indonesian Realistic Mathematics Education (PMRI), using Batik Gambo Muba as its context. A validation study within design research comprised preparation and design, design experiment, and retrospective analysis. Participants included six students in the pilot experiment and 26 ninth-grade students in the teaching experiment. Observations, interviews, documentation, and students’ written work were analyzed qualitatively by comparing the Hypothetical Learning Trajectory (HLT) with the Actual Learning Trajectory (ALT). The trajectory comprised contextual observation, geometric pattern identification, reflection modeling, rule formalization, and application. During the pilot, four students experienced time constraints in modeling, five formalized reflection rules, and two completed the application task correctly. These findings informed revisions to images, drawing procedures, questions, and contextual application tasks. Selected written responses and interviews from the teaching experiment illustrated coordinate changes consistent with reflection across the x- and y-axes. The study offers a preliminary Local Instructional Theory (LIT) linking activities, representations, and reflection reasoning within the investigated context. The findings describe observed learning processes rather than comparative effectiveness. Keywords: Batik Gambo Muba, reflection, learning trajectory, PMRI.]]>
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