<![CDATA[This study aimed to develop an ethnomathematics-based geometry transformation e-module integrating North Kalimantan batik motifs to improve senior high school students’ mathematical problem-solving ability and learning interest. The study employed a Research and Development (R&D) approach using the ADDIE model, involving Grade XI students of SMA Negeri 1 Nunukan and a One-Group Pretest–Posttest Design. Instruments included validation sheets, teacher and student practicality questionnaires, implementation observation sheets, problem-solving tests, and learning interest questionnaires. The e-module incorporated batik motifs into learning materials, worked examples, exercises, and assessments, featuring self-instructional, self-contained, stand-alone, adaptive, and user-friendly characteristics. The results indicated that the e-module was highly valid, with an average score of 87.5%, and highly practical based on teacher responses (92.50%) and student responses (80.77%). Learning implementation reached 100%, classified as excellent. The module effectively improved students’ mathematical problem-solving ability, achieving 82.35% classical mastery and an N-Gain of 0.714 (high category). Students’ learning interest also improved, with an N-Gain of 0.40 (moderate category). These findings demonstrate that the developed e-module is a valid, practical, effectively implemented, and effective learning resource for supporting mathematical problem-solving ability and learning interest through culturally contextualized mathematics education]]>
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