Construction of Learning Trajectories for Elementary School Students in the Context of Prambanan Temple

This research aims to describe the Learning Trajectory of elementary school students in multiplication and division activities in the context of Prambanan Temple. The research method used is qualitative with didactical design research approach, namely, (1) Prospective Analysis (determining learning obstacles); (2) Preparation of Hypothetical Learning Trajectory (HLT); (3) Pilot Experiment; (4) Teaching Experiment; and (5) Retrospective Analysis. The research was conducted on third grade students in 2 elementary schools in Yogyakarta. The number of participant groups was 14 students and 17 students, respectively. The results of the teaching experiment show that the LEGO building activity can increase students' understanding of the concept of multiplication. Meanwhile, the activity of sticking LEGO stickers using a fair distribution process can foster students' number sense. The resulting learning trajectory, according to the results of the retrospective analysis, shows several stages of learning, namely, (1) Situational, (2) Referential, (3) Practical, (4) Mathematical, and (5) Formal.