<![CDATA[Tari Blandaran, which has been proposed as an Indonesian Intangible Cultural Heritage, has the potential to serve as a source of ethnomathematics to support learning and strengthen students' character. This study aims to describe the forms of ethnomathematics and analyze mathematical pattern concepts embedded in Tari Blandaran while fostering the values of discipline and responsibility. This study employed a qualitative method with an ethnographic approach. Tari Blandaran consists of several movement structures and formulas, including 21 movement variations organized into 10 phases. Each phase contains approximately 5-7 sequences of movement variations. The ethnomathematical concept identified in the dance is patterning. These patterns are reflected in the systematic and repetitive arrangement of movement variations within each phase of the dance. Through the practice of Phases A, B, C, and E of Blandaran Dance, students can learn object positions and repeating patterns such as ABAB. Other pattern forms identified include ABAB, ABCABC, and ABACAD. The character value of discipline is internalized through adherence to the correct movement patterns and structured sequences, while responsibility is fostered through task completion, carrying out assigned roles, and being accountable for the outcomes of one's work.]]>
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