Students' Mathematical Processes in RME-Based Learning Using TikTok Contexts and Canva Worksheets

The data for this study consist of three main types of documents that complement one another. First, student worksheets (LKS) containing students’ work during learning activities based on Realistic Mathematics Education (RME). These documents were used to identify students’ strategies, representations, and the development of their mathematical thinking at each stage of the mathematization process. Second, tabulated interview results covered students’ mathematization processes and the technical difficulties of using Canva as a digital learning medium. The interview data were used to confirm students’ work and identify the conceptual, procedural, and technical challenges they encountered. Third, a report interpreted students’ mathematization process, analyzing achievement at each stage—from understanding contextual situations, constructing “models of,” developing “models for,” performing formal mathematization, to applying mathematical concepts in new situations. These three documents were analyzed comprehensively to obtain a holistic picture of students’ mathematization processes, the difficulties they faced, and the need for scaffolding in the implementation of HLT I and HLT II.