This work aims to analyze the responses of a group of engineering students related to problems about tangents in a teaching learning process of derivative in a differential calculus course. By understanding each semiotic object, Malangan batik has the potential to increase students' mathematical activities that are contextual, interesting, and meaningful for students. The results of the study found that elementary mathematics concepts (numbers, algebra, geometry, measurement, statistics, and capital selection) have been identified according to six primary semiotic objects, namely language, problem-situation, concepts, procedures, properties, and arguments. The research period is January-March 2022. Data were collected through observation, documentation, and interviews with two elementary school mathematics teachers and two Malangan batik makers. The research was conducted in a qualitative descriptive manner with an ethnographic approach.
This study aimed to conduct a semiotic analysis of Malangan batik for elementary mathematics learning. Bridging the link between these two subjects is carried out through semiotic analysis with its six primary objects. The reality, on the ground, most teachers find it difficult to link the two. However, it must be related to other subjects, one of which is mathematics.
In the thematic learning applied in elementary schools, Arts, Culture, and Crafts subjects do not stand alone. In elementary school learning, Malangan batik cloth is one of the learning materials for Arts, Culture, and Crafts.
The use of Malangan batik cloth is not only for clothing and decoration needs but also becomes part of the subject matter. Among the cultural richness in Indonesia, one of which is the Malangan batik cloth.
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