This study aims to determine the mathematical concepts contained in traditional batik motifs, the application of traditional batik in mathematics learning, and the effect of ethnomathematics traditional batik motifs on students' mathematical concepts understanding ability. The research method used is a Systematic Literature Review (SLR). Research steps using Systematic Literature Review are formulating research questions, searching and selecting literature, analyzing qualitative findings, reviewing the literature used, and compiling SLR articles. Based on the PRISMA method selection, 34 articles became the literature in this study. The results of this study show that the mathematical concepts contained in traditional batik motifs include the concepts of plane shapes, solid shapes, points, lines and angles, relationships between lines, equivalence, congruence, symmetry, geometric transformations, number patterns, trigonometric functions, function graphs, equation of the straight line, tangent circles, Pythagoras theorem, and tessellation. The application of traditional batik in mathematics learning can be implemented using a contextual teaching and learning model. Ethnomathematics-based learning of traditional batik motifs can also improve students' mathematical concept understanding ability.