Mathematics is one of the sciences that will always be inherent in humans. If there is a fusion of culture, mathematics, and education, it will give birth to an Ethnomathematics. Ethnomathematics is the relationship of school mathematics and culture in the surrounding environment. One of the cultures that we must take care of and preserve is batik. The purpose of the research in this article is four. Analyzing ethnomathematics on batik motives in the city of Surakarta in [1] Translation (Shift), [2] Reflection (Mirroring), [3] Rotation (Rotation), and [4] Dilation. Type of qualitative research with ethnographic design. The data collection techniques used in this study consist of interviews, observations, and documentation. Test the validity of the data using source triangulation and triangulation techniques. Data analysis techniques with inductive. The results of this study there are four, namely [1] In this “Kambil sesekil” batik motive shows the application of transformation geometry, namely translation (shift), [2] In Kawung motive shows the application of transformation geometry that is reflection, [3] In contemporary batik this shows the application of transformation geometry that is rotation. [4] In contemporary batik this shows the application of transformational geometry, namely dilation.

Topics
Euclidean geometries, Educational institutions, Schools, Interviews
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