Purpose: Indonesia's have many island, cause ethnic and cultural diversity. One of the existing cultures is batik. The diversity of cultures, causes batik to have various types and motifs. Mathematics is a very important subject because it can improve the ability to think logically, systematically, analytically, critically, creatively, and can shape one's tenacity, personality and character. However, the abstract characteristics of mathematics make students have difficulty in understanding mathematics. Ethnomathematics is a science, wherever the focus is on the relationship between mathematics and culture. Through this knowledge, it can be studied the mathematical aspects contained of batik activities, especially on batik motifs. Therefore, this study aims to determine the mathematical aspects according to Bishop contained in batik activities and to determine the concept of transformation geometry contained in batik motifs. Methodology: This research is a qualitative research with an ethnographic approach. The method of data collection is done with observation, interviews, and documentation. Observations were made on the batik industry in Kampung Batik Laweyan Surakarta. Interviews were conducted with batik industry owners and batik craftsmen. Results: The results showed that the mathematical aspects according to Bishop contained in batik activities were counting, measuring, and designing. In existing batik motifs, the concept of transformation geometry can be found, namely translation, reflection, rotation, and dilation. Applications/Originality/Value: The mathematical aspects found in batik activities can be used in learning mathematics, namely in grades 7, 8, 9 of junior high school and grade 11 of high school.

Topics
Students, Educational institutions, Learning and learning models, Knowledge, Interviews, Industry, Abstracts
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