<![CDATA[Ornamental heritage embedded in classical mosque architecture holds considerable but underexploited pedagogical value for cultivating creativity among elementary school learners. This study examines how the decorative motifs of Sunan Giri Mosque in Gresik, East Java, can be transformed into an ethnopedagogical resource that stimulates fifth-grade students’ creative thinking through observation, imitation, and reinterpretation of local ornamental forms. A qualitative design combining ornament observation and literature review was employed, integrating documentary analysis of a teaching module, Bahan Ajar Ragam Hias Kreatif: Ornamen Masjid Sunan Giri, with two academic studies describing the formal and symbolic characteristics of lung-lungan, patran, tlacapan, saton, praba, garuda, and surya majapahit motifs. Data were analyzed through reduction, categorization, and interpretive synthesis to trace the translation of architectural ornament into classroom activities. Findings show that the module converts nine ornament categories into observation, coloring, and creative design tasks that guide students from motif recognition toward independent stylization of natural forms, following a sequence consistent with established creativity-development stages in ethnomathematics and ethnoscience research. The symbolic meanings attached to each motif, including protection, enlightenment, and social solidarity, further provide affective anchors that strengthen engagement. This study concludes that curated ornamental heritage offers a replicable ethnopedagogical model for nurturing creativity, cultural pride, and aesthetic literacy among primary school students.]]>
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