The Ethnomathematics of the Kawung Batik Motif as a Context for Learning Geometric Transformations: A Contextual Instructional Design with Transfer to Tulungagung Batik
DOI:
https://doi.org/10.29407/asfbw898Keywords:
ethnomathematics, kawung, geometryAbstract
Ethnomathematics provides a context for connecting school mathematics with students’ cultural environments. This article develops a conceptual instructional design for geometric transformation using the Yogyakarta Kawung batik motif as an initial context and Tulungagung batik motifs as a transfer context. The study employs a conceptual approach based on a synthesis of literature on ethnomathematics, mathematical characteristics of batik, batik-based mathematics learning, Tulungagung batik, and relevant curriculum documents. The resulting design comprises six stages: cultural observation, guided exploration, mathematization and modeling, formalization, transfer to the Tulungagung batik context, and reflection and assessment. The design connects repetition, symmetry, positional relationships, and changes in size to translation, reflection, rotation, and dilation on the Cartesian plane. It contributes a systematic pedagogical trajectory from cultural observation to mathematical formalization and application across cultural contexts, aligned with geometric transformation learning in Phase D.
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