<![CDATA[Low levels of geometric conceptual understanding and abstract spatial reasoning remain challenges in elementary mathematics education. This study examined the effect of integrating batik ethnomathematics into geometry instruction using a quasi-experimental pretest-posttest control group design involving 60 fourth-grade students assigned to experimental and control groups. Geometric conceptual understanding data were analyzed using an independent-samples t-test and N-gain to determine differences in learning improvement between the groups. The results showed greater improvement in the experimental group (N-gain = 0.68; moderate) than in the control group (N-gain = 0.34; moderate), with a statistically significant difference between the groups. These findings indicate that integrating batik ethnomathematics contributes to improved students’ geometric conceptual understanding by connecting mathematical concepts with relevant cultural contexts. The findings are important for elementary geometry instruction because local cultural artifacts can provide meaningful contexts that help students understand geometric concepts more concretely and contextually. Integrating batik ethnomathematics can therefore serve as an alternative pedagogical approach to strengthen students’ conceptual understanding and spatial reasoning while enhancing the cultural relevance and meaningfulness of elementary mathematics learning.]]>
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