<![CDATA[Multiplication learning in elementary schools often emphasizes memorization through multiplication cards and “multiplication stars,” with limited integration of local cultural contexts. The use of interactive ethnomathematics based media to connect multiplication concepts, local culture, and numeracy literacy remains insufficiently developed. This study aimed to examine teachers’ use of multiplication learning media, develop an ethnomathematics based pop-up book, and evaluate its feasibility. The study employed a research and development (R&D) approach using the 4-D model (Define, Design, Develop, and Disseminate), limited to the Develop stage. Data were collected through classroom observations, teacher interviews, and expert validation questionnaires. The developed product, PINTAR Pop-Up Book (Interactive Multiplication for Happy Children), integrates basic multiplication concepts, Javanese cultural elements, and contextual numeracy literacy exercises through interactive pop-up illustrations. The feasibility assessment involved material, media, and language experts. The validation scores were 94 for material, 85 for media, and 89 for language, all categorized as “very feasible.” These results indicate that the PINTAR Pop-Up Book meets the assessed feasibility criteria and can serve as an alternative resource for contextual multiplication learning. However, the findings do not establish its effectiveness in improving students’ conceptual understanding or numeracy literacy because the study was limited to product development and expert validation. Further classroom trials are needed to assess its practicality and learning outcomes. This study contributes to the development of contextual mathematics learning media by integrating ethnomathematics, interactive learning, and numeracy literacy into a single educational resource. The PINTAR Pop-Up Book offers an alternative for connecting multiplication learning with Javanese cultural contexts in elementary education.]]>
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