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.
Higher order thinking skills is one of the most popular issue in Indonesia's education as at this recent time the government made new regulation that learning process should include HOTS concept especially on problem-solving questions. Thus, there are many innovation, implementation, and research related to HOTS problems solving. It is, however, still lack both of implementation and research related to how teacher or preservice teacher could arrange HOTS problems. In this paper, we present new perspective of HOTS problem based on pre-service teacher's ability to design it. The novelty of this perspective is that teacher and pre-service teacher should have ability to pose HOTS problems, while most of research discuss the implementation of HOTS in learning as well its problem solving. This descriptive qualitative research conducted at mathematics preservice teacher joining Assessment and Evaluation of Students Achievement class. Besides, the data was collected by test given for students and validated by researcher triangulation. Then, the data was analyzed by reduction, presentation, and conclusion. The result showed that most of pre-service teacher could not arrange HOTS problems. In fact, their perspective of HOTS problems was wrong. Moreover, 10 pre-service teachers could design HOTS problems with various characteristics
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