Although Indonesia has a rich cultural heritage, its traditions have not yet been fully integrated into science education, resulting in material that is often abstract and disconnected from daily life. This study proposes an ethnoscience approach by utilizing hand-drawn batik (‘batik tulis’) as a contextual resource for science learning. The aim is to explore the scientific values embedded in the hand-drawn batik-making process and identify how these values can be transformed into contextual learning resources. A qualitative descriptive method was employed, with data collected through direct observation, semi-structured interviews, documentation of batik artisans in Laweyan, Surakarta, Indonesia, and literature studies. Data analysis followed Miles and Huberman’s model, consisting of reduction, display, and conclusion drawing with validity strengthened through data triangulation. The findings address two main objectives. First, the batik-making process consists of seven interconnected stages: mordanting, motif design, wax application (‘pencantingan’), dyeing, fixation, wax removal (‘penglorodan’), and drying. Second, the identification of scientific values shows that chemistry is represented in the use of elements, compounds, and mixtures; physics is evident in temperature, heat, and phase changes; and biology is reflected in the classification of living organisms. These results confirm that hand-drawn batik embodies ethnoscientific knowledge aligned with modern science. In conclusion, hand-drawn batik is not only valuable aesthetically and culturally but also serves as a practical and contextual tool for science learning. Its implications highlight the potential for developing teaching materials and learning models based on ethnoscience, enhancing students’ understanding of scientific concepts, strengthening cultural identity, and preserving Indonesia’s intangible heritage. This study also creates opportunities for future research, such as exploring batik motifs as a contextual medium to enrich scientific understanding and students’ cultural identity.
Solikah et al. (2026) studied this question.