Abstract :

Geometry learning in elementary schools is often dominated by abstract representations and conventional instructional materials that rely primarily on textbooks and blackboards, making it challenging for teachers to connect mathematical concepts with students everyday experiences and local cultural environments. This study explored elementary school teachers’ experiences and perceptions of a participatory workshop on ethnomathematics-based geometry learning through Banten Batik and mangrove leaf ink. A descriptive qualitative approach was employed within a community engagement program involving 12 elementary school teachers in Anyar Village, Serang Regency, Banten, Indonesia. The workshop included conceptual instruction, demonstrations, hands on activities, reflection, and mentoring. Data were collected through semi-structured interviews, observations, photographs, and field notes and analyzed descriptively and thematically. The findings indicate that teachers responded positively and perceived the workshop as enjoyable, meaningful, and beneficial for developing their knowledge and pedagogical insights. Teachers were able to identify geometric concepts embedded in Banten Batik motifs, including squares, rectangles, triangles, circles, symmetry, and patterns. Mangrove leaf ink was perceived as having potential to connect mathematics learning with cultural heritage and the natural environment. The workshop also encouraged teachers to consider its implementation in classroom instruction. Further research should systematically examine changes in teacher competence and classroom practice.

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Keywords :

Banten Batik, Elementary school, Ethnomathematics, geometry learning, mangrove leaves, teacher professional development

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