<![CDATA[Geometry transformation learning in schools often emphasizes procedural coordinate manipulation, which limits students’ conceptual understanding of the spatial relationships underlying transformations. Ethnomathematics research has shown that cultural artifacts contain rich mathematical structures; however, most studies focus primarily on identifying mathematical concepts within these artifacts rather than examining how students construct mathematical meaning through cultural contexts in classroom learning. This study aims to explore students’ mathematical meaning-making processes in learning geometric transformations through Sundanese batik motifs within a culturally responsive teaching environment. A qualitative exploratory design was employed involving ninth-grade students from a junior high school in West Java, Indonesia. Data were collected through classroom observations, analysis of student worksheets, and semi-structured interviews, and were analyzed thematically based on four indicators of mathematical meaning-making: context interpretation, mathematical representation, reasoning, and communication. The findings indicate that students’ mathematical meaning-making develops through interconnected stages. Students first interpret visual patterns in batik motifs as spatial regularities, then represent these patterns on the Cartesian plane, use these representations to reason about transformation properties, and communicate their understanding through written explanations and discussions. The results suggest that Sundanese batik motifs function as a conceptual bridge that mediates the transition from cultural visual experiences to formal understanding of geometric transformations. Theoretically, this study contributes by clarifying the structure of students’ mathematical meaning-making processes in culture-based geometric transformation learning within the framework of culturally responsive teaching.]]>
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