Sleman, September 22, 2026 — Nathanael Paulus Lumban Tobing, a student in the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), conducted his Educational Teaching Practicum (PK) at SMP Negeri 3 Mlati by introducing STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics). The activity integrated geometric transformation concepts with digital technology and local culture through a batik design project.

The lesson was conducted on Tuesday, September 22, 2026, with Grade IX A students under the guidance of mathematics teacher Sri Rahayu Ismarwanti, S.Pd. The activity was designed to help students not only understand geometric transformations theoretically but also apply them through creative activities connected to everyday life and Indonesian culture.

After learning the basic concepts of geometric transformations, students were assigned a project to design digital batik patterns using Canva. They began by determining a basic pattern and then developing it using four types of geometric transformations: translation, dilation, reflection, and rotation.

Through this activity, students were able to observe directly how changes in the position, size, and orientation of shapes could produce more complex patterns. Mathematical concepts that had previously been studied in an abstract manner were then applied to create visual artworks.

In addition to designing patterns, students applied their batik designs to various visual products, such as clothing and fabrics available in Canva. This activity gave students the opportunity to connect mathematical concepts with digital technology, art, design, and the potential of culture-based products.

The implementation of the STEAM approach provided opportunities for students to develop a range of skills, including critical thinking, creativity, problem-solving, communicating ideas, and using digital technology. Integrating local culture through batik patterns also provided a meaningful context for mathematics learning.

This activity represented one of the contributions made by UNY student teachers participating in the Educational Teaching Practicum to support Sustainable Development Goal 4 (SDG 4): Quality Education. SDG 4 emphasizes the importance of inclusive and quality education, as well as relevant learning opportunities for all learners.

Project-based learning through the STEAM approach also demonstrated that mathematics can be learned through various contexts and disciplines. By designing digital batik patterns, students had the opportunity to connect mathematics with technology, art, and local culture through an active and contextual learning experience.

This collaborative activity between the student teacher and the supervising teacher is expected to contribute to efforts to provide innovative, meaningful, and relevant mathematics learning that responds to technological developments while continuing to appreciate the richness of local culture.