<![CDATA[Bridging abstract geometric concepts with students’ cultural experiences remains a persistent challenge in mathematics education. While ethnomathematics offers a promising pathway, there is a notable shortage of empirically validated instructional materials that simultaneously ensure mathematical rigor and cultural authenticity within Indonesia’s Merdeka Curriculum. To address this gap, this study developed and validated an ethnomathematics-oriented geometry worksheet using Silungkang and Pandai Sikek batik patterns for seventh-grade instruction. Guided by the ADDIE research and development model, the design embedded systematic geometric analysis (symmetry, transformations, and tessellations) directly into culturally authentic motifs. Validation involved five subject-matter experts, two mathematics teachers, and nine seventh-grade students stratified by ability level. Expert review yielded a composite validity score of 88.7% (“very valid”), while practicality assessments indicated strong classroom feasibility for both teachers (88.75%) and students (89.16%), with minimal variation across ability strata (SD = 1.21). These findings demonstrate that culturally grounded materials can maintain high mathematical precision while supporting inquiry-based learning. By structuring batik patterns as guided sites for geometric analysis rather than decorative contexts, the worksheet aligns with the Merdeka Curriculum’s emphasis on contextual, student-centered instruction. While this study establishes a validated foundation for culturally responsive geometry resources, future research should examine instructional effectiveness and broader classroom implementation.]]>
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