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The use of digital resource for learning has been increasing since the Industrial Revolution 4.0 was enlivened. This was further strengthened by the government's policy to learn from home since the COVID pandemic 19. Much of the development of online learning media, especially for mathematical material. Various types of online learning can be effective but also sometimes do not succeed in achieving the expected learning goals. Drijver suggests that 3 main factors influence how digital learning resources can be effective in learning, namely how the design of digital content is, how the teacher's role in digital content is, and the use of the educational context used in digital content. This is not an easy thing because the ability of teachers in Indonesia to utilize technology is still inadequate. Realistic Mathematics Learning can be an approach that can accommodate all the factors conveyed by Drijver. Realistic Mathematical Education (RME) theory itself requires the need for learning to apply (1) guided reinvention, where students can rediscover a mathematical concept while still involving the role of the teacher, (2) didactical phenomenology, where students do the learning process through phenomena / events experienced with use the right educational context and (3) emergent modeling, which can bridge the informal to formal level using thinking models of the right content design. This study aims to provide appropriate digital learning resources for teachers and students during the COVID 19 pandemic. This developmental research suggest that the characterization of RME supports the requirements for effective digital learning resources