Mathematics education in the Dayak Ngaju, Central Kalimantan community played an essential part in its inherent culture, including batik/carving/painting motifs. The moral messages embedded in these motifs serve as the philosophy of life for the Dayak Ngaju community. This study aimed to describe influence of implementing an ethnomathematics learning model based on these motifs on students' learning outcomes and responses. The research used a mixed-method approach with an explanatory design. The research subjects consist of two 9th-grade classes, which were treated to un-purposed selection out of eleven classes in one of the public junior high schools in Palangka Raya, Central Kalimantan, Indonesia. The instruments included post-test, questionnaire (quantitative data), worksheet and interview guide (qualitative data). The results indicated the implementation of this model influenced the learning outcomes. The students also responded positively to the implementation of the model. They felt challenged to solve problems, answer questions, or complete tasks in the worksheet. Furthermore, students were motivated to develop a positive attitude by creating practical videos showcasing positive attitudes and paintings of the Dayak Ngaju motifs.