All people in the world have their culture in living the life. These culture is built of activities they do every day in a long time. Batik is one of traditional art of Indonesia’s cultural heritage. It has many varieties, one of them is Batik Solo. It also has many motifs. Ethnomathematics is a study about culture and mathematics concepts. This research is to explore Batik Solo and to find the mathematics concept in it. Using ethnography method, the data collection uses principles in ethnography namely observation, interview, and documentation. The results of the research in this article are twofold. Some Batik Solo motifs contain mathematical elements, especially geometric material, namely the principles of translation and reflection. Besides, that there are vertical and horizontal lines as well as perpendicular and parallel lines included. The mathematical concept, especially the geometry used in the making of Batik, is the use of the tessellation or tiling principle. The tessellation principle is the basis for the development of the Solo batik motifs.

Pentingnya kemampuan berpikir kreatif dalam pembelajaran dicanangkan pada kurikulum 2013. Salah satu tipe soal yang dapat digunakan untuk mengukur kemampuan berpikir kreatif siswa yaitu Multiple Solutions Task (MST). Soal-soal berbasis etnomatematika dapat diujicobakan karena memadukan kebudayaan lokal dengan materi matematika sehingga memotivasi dan meningkatkan kemampuan berpikir kreatif siswa. Penelitian bertujuan mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan soal MST yang berbasis etnomatematika. Subjek penelitian yaitu 18 siswa kelas IX A pada salah satu SMPN di Panekan. Metode pengumpulan data yaitu dokumentasi, tes tulis dan wawancara. Data dianalisis dengan teknik interaktif dari yang spesifik hingga yang umum, dan melibatkan berbagai tingkat analisis. Hasil penelitian yaitu Tingkat Kemampuan Berpikir Kreatif (TKBK) menunjukkan terdapat 8 siswa (44%) pada TKBK 0 (tidak kreatif), 7 siswa (39%) pada TKBK 2 (cukup kreatif), 2 siswa (11%) pada TKBK 3 (kreatif) dan 1 siswa (6%) pada TKBK 4 (sangat kreatif). TKBK 0 (tidak kreatif) lebih mendominasi daripada TKBK yang lain. Tingkat kemampuan berpikir kreatif siswa dalam menyelesaikan masalah Multiple Solution Task (MST) berbasis etnomatematika dalam penelitian ini belum mendapatkan hasil yang cukup baik.The importance of creative thinking skills in learning was proclaimed in the 2013 curriculum. One type of question that can be used to measure students' creative thinking skills is the Multiple Solutions Task (MST). Ethnomathematical-based questions can be tested because they combine local culture with mathematics material to motivate and improve students' creative thinking skills. This study aims to describe students' creative thinking skills in solving ethnomathematical-based MST questions. The research subjects were 18 students of class IX A at one of the SMPN in Panekan. Data collection methods are documentation, written tests, and interviews. The data are analyzed by interactive techniques from the specific to the general and involve various levels of analysis. The results on the Creative Thinking Ability Level (TKBK) showed that there were 8 students (44%) at TKBK 0 (not creative), 7 students (39%) at TKBK 2 (creative enough), 2 students (11%) at TKBK 3 (creative) and 1 student (6%) in TKBK 4 (very creative). TKBK 0 (not creative) is more dominant than the other TKBK. The level of students' creative thinking skills in solving ethnomathematical-based Multiple Solution Task (MST) problems in this study has not gotten good enough for results.