<![CDATA[This study aims to explore geometric concepts embedded in Djawa Hokokai Batik motifs and examine their potential as a mathematics learning resource from an ethnomathematical perspective. A qualitative method with an ethnographic approach was employed. Fieldwork was conducted during a one-day visit to the Batik Museum in Pekalongan City. Data were collected through observation, documentation, and a 45-minute semi-structured interview with Mr. Ananto, an informant selected for his knowledge of Djawa Hokokai Batik and its cultural context. Geometric interpretation was based on visual observation and direct measurement of the motifs, supported by interview and documentation data. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing and verification. The findings revealed geometric concepts, including plane geometry represented by square patterns; geometric transformations comprising translation, reflection, rotation, and dilation; similarity; congruence; and curvilinear and straight-line patterns. Measurements supported the identification of these structures, including square dimensions and transformation characteristics. Interviews revealed that the pagi–sore (morning–afternoon) composition allowed a single cloth to create the impression of different garments, while the cherry blossom and butterfly motifs reflected Japanese, Chinese, and European cultural influences. Djawa Hokokai Batik has potential as a contextual resource for ethnomathematics-based mathematics education, offering culturally meaningful contexts for exploring geometry. The study contributes to ethnomathematics by illustrating the relationship between geometric structures, cultural practices, and historical heritage. However, as classroom implementation and learning effectiveness were not examined, the educational applications should be regarded as directions for future instructional development and empirical investigation.]]>
