Abstract
The set is one of the important material for students. However, in reality many students still experience some difficulties in learning the set material, especially on the concept of set operations. So we need the right media and context in learning mathematics on set material. Therefore, this study aims to develop a learning trajectory using the traditional market of Demak Bintoro as a context in the learning process using the Indonesian Realistic Mathematics Education (PMRI) approach. The research method used is design research which consists of three stages, namely preliminary design, experimental design and retrospective analysis. The result of this research is the design of the learning trajectory of the set material using the traditional market of Demak Bintoro. This learning path consists of 4 activities, namely observing the interactive video of the Demak Bintoro traditional market to explain the meaning of sets, explaining about subset universes and describing Venn diagrams, explaining set operations on (slice and union) and solving contextual problems related to set operations. . The results of this study indicate that the use of the context of the Demak Bintoro traditional market can stimulate students' conceptual understanding of the set material. Furthermore, the results of this study are expected to be used as inspiration for exploring other local wisdom that can be used as a context in learning mathematics.
 Keywords: Group Operation, PMRI, Bintoro Traditional Market.
Highlights
Grade using Demak Bintoro Traditional Market Context
In reality, many students still experience some difficulties in learning the set material, especially on the concept of set operations
This study aims to develop a learning trajectory using the traditional market of Demak Bintoro as a context in the learning process using the Indonesian Realistic Mathematics Education (IRME) approach
Summary
Tradisional Demak Bintoro ini memudahkan siswa dalam memahami materi pembelajaran himpunan. Inilah yang menjadikan peneliti agar pembelajaran bertitik dengan menggunakan konsep pasar tradisional Demak Bintoro sebagai kearifan lokal tersendiri. Berdasarkan latar belakang tersebut, peneliti melaksanakan studi dengan tujuan mengembangkan lintasan pembelajaran untuk membantu menstimulasi pemahaman konsep siswa terhadap materi himpunan melalui konteks pasar tradisional Demak Bintoro yang dikemas dalam bentuk video interaktif. Menurut (Gravemeijer C., 2006) design research dilakukan dalam 3 tahap yang meliputi tahap pelaksanaan yakni preliminary design, design experiment yang terdiri dari dua fase yaitu pilot experiment dan teaching experiment, dan retrospective analysis. Pada tahap design experiment diujicobakan pada 6 orang siswa dengan kemampuan heterogen, yaitu berkemampuan tinggi, sedang dan rendah masing-masing 2 siswa. Data yang didapatkan dari design experiment kemudian dianalisis secara retrospective analysis yakni analisis data reduksi serta triangulasi sumber. Bagian-bagian penting yang dimaksud disini adalah bagian-bagian dari proses pembelajaran yang berkenaan dengan pertanyaan penelitian (Bakker, 2004)
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