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This study focuses on analyzing the theses of Mathematics Education Study Program students who are Design Research (DR) types. Thesis is analyzed with the aim to see the relationship between mathematics learning material with the characteristics of Realistic Mathematics Education. DR is a quite complex qualitative research and requires precision and creativity in preparing realistic mathematics learning. The emphasis of DR is on the process of delivering subject by teachers to students and the resulting product in the form of learning design which is part of the Hypothesis Learning Trajectory. Relational analysis in this study is in the form of error analysis as an effort to observe and describe deviations between mathematical concepts to be taught to students with mathematical contextual material to be appointed in research for every mathematical material that is described as human activity. Relational understanding produces conceptual knowledge, allows students to solve mathematical problems conceptually and can explain the strategies and steps used. From 36 DR theses, there are some learning materials which is felt to be very contextually forced, so that relational understanding is not achieved. But if it is right, not only acheived relational understanding, but also students mathematics learning outcomes increased.