<![CDATA[This study analyzes the geometric concepts embedded in the rock painting motifs of the Tutari Megalithic Site, Sentani, and explores their potential as a resource for ethnomathematics-based mathematics learning. The limited use of local culture in mathematics education, particularly the underrepresentation of Papuan cultural heritage. A descriptive qualitative method with an ethnographic approach was employed. Data were collected through direct observation, visual documentation, literature review, and interviews with an Abuakho and a member of the Doyo Lama community. Data were analyzed using Spradley’s ethnographic model, including domain, taxonomic, and componential analyses. The findings indicate that the rock painting motifs contain various geometric concepts, such as circles, ellipses, triangles, rhombuses, semicircles, lines and angles. These results demonstrate that the motifs embody not only aesthetic and cultural values but also mathematical structures that can be interpreted through an ethnomathematical perspective. The identified concepts highlight the potential of local cultural artifacts as contextual learning resources for mathematics education in Phases B, C, and D of the Merdeka Curriculum.]]>
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