Amri, S. (2013). Pengembangan & model pembelajaran dalam kurikulum 2013 [Development & learning models in the 2013 curriculum] (1st ed.). Prestasi Pustakaraya.

Ashokan, V. (2014). Thematic approach for effective communication in ECCE. International Journal of Education and Psychological Research, 3(3), 49–51. https://ijepr.org/paper.php?id=121

Ball, D. L. (2003). Mathematical proficiency for all students. RAND Education.

Becker, J. P., & Shimada, S. (1997). The open-ended approach: A new proposal for teaching mathematics. The National Council of Teachers of Mathematics, Inc.

Chukwuebuka, E., & Rosa, M. (2022). A trivium curriculum approach to connect an active learning and self-assessment of students’ mathematical competencies in an ethnomodelling perspective. Journal of Mathematics and Culture, 16(1), 72–89. https://bit.ly/jurnal_Chukwuebuka

Chumdari, C., Anitah, S., Budiyono, B., & Suryani, N. (2018). Implementation of thematic instructional model in elementary school. International Journal of Educational Research Review, 3(4), 23–31. https://doi.org/10.24331/ijere.424241

D’Ambrosio, U. (2001a). Ethnomathematics, link between traditions and modernity. Sense Publisher.

D’Ambrosio, U. (2001b). What is ethnomathematics, and how can it help children in schools? Teaching Children Mathematics, 7(6), 308-310. https://doi.org/10.5951/tcm.7.6.0308

Danoebroto, S. W., Suyata, & Jailani. (2020). Teacher’s belief of mathematical literacy based on local culture: Case study of junior high school mathematics teacher. Journal of Physics: Conference Series, 1567, 1–6. https://doi.org/h6qf

Daryanto, & Sujendro, H. (2014). Siap menyongsong kurikulum 2013 [Ready for the 2013 curriculum]. Gava Media.

Efendi, M. (2009). Kurikulum dan pembelajaran: Pengantar ke arah pemahaman KBK, KTSP dan SBI [Curriculum and learning: An introduction to understanding KBK, KTSP and SBI]. FIP Universitas Negeri Malang.

Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2013). Mathematical connections and their relationship to mathematics knowledge for teaching geometry. School Science and Mathematics, 113(3), 120–134. https://doi.org/10.1111/ssm.12009

Elpidang, E. M., & Herrera, M. R. (2016). Ethnomathematics in Mamanwa’s cultural sik’lut game. SDSSU Multidisciplinary Research Journal, 4(1), 41–45. https://bit.ly/jurnal_elpidang

Fakhruddin, D. F., & Masrukan, M. (2018). The analysis of mathematical literacy skill and respect to local culture toward Pogil learning with ethnomathematics. Unnes Journal of Mathematics Education Research, 7(1), 145–151. https://bit.ly/jurnal_fakhruddin

Fleer, M., & Raban, B. (2007). Early childhood literacy and numeracy: Building good practice. The Australian Government Department of Education.

Fouze, A. Q., & Amit, M. (2018). Development of mathematical thinking through integration of ethnomathematic folklore game in math instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 617–630. https://doi.org/10.12973/ejmste/80626

Hobri. (2009). Metodologi penelitian pengembangan, aplikasi pada penelitian pendidikan matematika [Research methodology development, application to mathematics education research]. Pena Salsabila.

Ippolito, B. Y. J., Dobbs, C. L., & Charner-laird, M. (2017). What literacy means in math class. Ideas, 38(2), 66–70. https://bit.ly/journal_ippolito

Kamdi, W., & Suryadi, B. (2020). Fokus pembelajaran sekolah dasar, sekolah menengah pertama, dan sekolah menengah atas [Focus on learning in elementary school, junior high school, and senior high school]. Badan Standar Nasional Pendidikan.

Keefe, E. B., & Copeland, S. R. (2011). What is literacy? the power of a definition. Research and Practice for Persons with Severe Disabilities, 36(3–4), 92–99. https://doi.org/gng5zw

Kemendikbud [Ministry of education and culture]. (2020). Asesmen kompetensi minimum dan implikasinya pada pembelajaran [Minimum competency assessment and its implications for learning]. Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan [Assessment and Learning Center-Agency for Research, Development, and Books-Ministry of Education and Culture]. https://bit.ly/3IQMw4B

Kemendikbud [Ministry of education and culture]. (2022). Keputusan kepala badan standar, kurikulum, dan asesmen pendidikan kementerian pendidikan, kebudayaan, riset, dan teknologi nomor 008/H/KR/2022 tentang capaian pembelajaran pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah [Decree of the head of the educational standards, curriculum and assessment agency of the ministry of education, culture, research, and technology number 008/H/KR/2022 concerning learning outcomes in early childhood education, elementary education levels, and secondary education levels]. https://bit.ly/sk_cp

Kemendikbudristek [Ministry of education, culture, research, technology, and higher education]. (2022). Keputusan menteri pendidikan, kebudayaan, riset, dan teknologi Republik Indonesia nomor 56/M/2022 tentang pedoman penerapan kurikulum dalam rangka pemulihan pembelajaran [Decree of the minister of education, culture, research, and technology of the Republic of Indonesia number 56/M/2022 concerning guidelines for implementing the curriculum in the context of learning recovery]. https://bit.ly/pp_kurikulum

Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 Years). National Council for Curriculum and Assessment (NCCA).

Kenney, J. M., Hancewicz, E., Heuer, L., Metsisto, D., &Tuttle, C. L. (2005). Literacy strategies for improving mathematics instruction. Association for Supervision and Curriculum Development.

Khan, F. R., Iqbal, Z., & Gazzaz, O. B. (2012). Communication and culture: Reflections on the perspectives of influence. Wulfenia Journal, 19(8), 197–212.

Kusaeri, A., Pardi, H. H., & Quddus, A. (2019). Culture and mathematics learning: Identifying students’ mathematics connection. Beta: Jurnal Tadris Matematika, 12(1), 82–93. https://doi.org/h6qc

Lebrón, A. (2019). What is culture? Merit Research Journals, 1(6), 126–132. https://doi.org/h6qd

Madusise, S., & Mwakapenda, W. (2014). Using school mathematics to understand cultural activities: How far can we go? Mediterranean Journal of Social Sciences, 5(3), 146–157. https://doi.org/h6qb

Makmur, M. H., & Taufiq, A. (2016). Konstruksi kebijakan kebudayaan di Banyuwangi: Wacana, relasi, dan model kebijakan berbasis identitas [Cultural policy construction in Banyuwangi: Discourse, relations, and indentity-based policy models]. In N. Anoegrajekti, S. Macaryus, & H. Prasetyo (Eds.), Kebudayaan Using: Konstruksi, identitas, dan pengembangannya [Using culture: Construction, identity, and development] (pp. 102–120). Pusat Penelitian Budaya Etnik dan Komunitas, Lembaga Penelitian Universitas Jember.

Min, K. C., Rashid, A. M., & Nazri, M. I. (2012). Teachers’ understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23), 273–281. https://ijhssnet.com/journal/index/1483

Nur, T. K. H. M., Sudikno, A., & Sari, N. (2010). Pelestarian pola permukiman masyarakat Using di desa Kemiren kabupaten Banyuwangi [Preservation of the settlement pattern of the Using community in Kemiren village, Banyuwangi district]. Tata Kota dan Daerah, 2(1), 59-73. https://bit.ly/jurnal-nur

Nurlaela, L., Samani, M., Asto, G. P., & Wibawa, S. C. (2018). The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes. In Abadi, A. Mustofa, & S. C. Wibawa (Eds.), Proceedings of the 4th Consortium of Asia-Pacific Education Universities (CAPEU) Conference 2017 (pp. 1-8). Universitas Negeri Surabaya. https://doi.org/h6p9

Octaviani, S. (2017). Pengembangan bahan ajar tematik dalam implementasi kurikulum 2013 kelas 1 sekolah dasar. Edu Humaniora Jurnal Pendidikan Dasar Kampus Cibiru, 9(2), 93–98. https://doi.org/10.17509/eh.v9i2.7039

Organization for Economic Co-operation and Development. (2019). PISA 2018 assessment and analytical framework OECD Publishing. https://doi.org/10.1787/b25efab8-en

Ozofor, N. M., & Onos, C. N. (2018). Effect of ethnomathematics on senior secondary school students’ achievement in Ikwuano local government area, Abia State. Researchjournali’s Journal of Mathematics, 5(1), 1–14.

Pemkab Banyuwangi [Banyuwangi district government]. (2019). Peraturan Bupati Banyuwangi nomor 11 tahun 2019 tentang arsitektur Osing [Banyuwangi regent regulation number 11 of 2019 concerning Osing architecture]. https://bit.ly/pp_bupati

Pound, L. (2014). How children learn. Practical Pre-School Books.

Puspita, R. D., Hoerudin, C. W., & Yudiantara, R. A. (2020). Integrating thematic instruction using webbed curricula model to improve students’ reading comprehension on informational text. Anatolian Journal of Education, 5(2), 1–18. https://doi.org/10.29333/aje.2020.521a

Rosa, M., & Orey, D. C. (2015). A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: An ethnomathematics perspective. ZDM - International Journal on Mathematics Education, 47(4), 587–598. https://doi.org/10.1007/s11858-015-0688-1

Rosa, M., & Orey, D. C. (2016). State of the art in ethnomathematics. In G. Kaiser (Ed.), Current and Future Perspectives of Ethnomathematics as a Program (pp. 11-13). Springer. https://doi.org/h6p8

Rusman. (2012). Model-model pembelajaran (5th ed.). PT. Raja Grafindo Persada.

Slavin, R. E. (2018). Educational psychology, theory and practice. Pearson.

Solomon, Y. (2009). Mathematical literacy : Developing identities of inclusion. Routledge Taylor and Francis.

Surat, I. M. (2018). Peranan model pembelajaran berbasis etnomatematika sebagai inovasi pembelajaran dalam meningkatkan literasi matematika [The role of athnomathematical-based learning models as learning innovations in improving mathematical literacy]. Emasains: Jurnal Edukasi Matematika Dan Sains, 7(2), 143–154. https://doi.org/10.5281/zenodo.2548083

Thoman, E., & Jolls, T. (2005). Literacy for 21st century: An overview & orientation guide to media literacy education. Center for Media Literacy.

Tim. (2020). Arti kata Using di Kamus Besar Bahasa Indonesia [Meaning of the word "Using" in the Indonesian dictionary]. Lektur.ID. https://lektur.id/arti-using/

Van de Walle, J. A. (2008). Matematika sekolah dasar dan menengah, pengembangan pengajaran [Elementary and secondary school mathematics, teaching development]. Penerbit Erlangga.

Wibowo, A. (2015). Arsitektur kerakyatan dari masyarakat Blambangan [Folk architecture of the Blambangan people]. In M. Anasrullah (Ed.), Jagat Osing: Seni, tradisi, & kearifan lokal Osing [Jagat Osing: Osing's arts, traditions & local wisdom] (pp. 59–70). Rumah Budaya Osing-Lembaga Masyarakat Adat Osing.

Widyaningrum, R. (2012). Model pembelajaran tematik di MI/SD [Thematic learning model in elementary school]. Cendekia, 10(1), 107–120. https://doi.org/h6p7

Yazd, N. L. (2020). Culture and education. Adamas University. https://bit.ly/3Q6vUrY

Yulianto, F. W. (2018). Intertwining characteristic in realistic mathematics education (RME) in learning of linear and quadratic equations system. In Supardi, E. Yulianti, N. Binatari, H. P. Lestari, D. Setyawarno, & Marfuatun (Eds.), Proceedings of the 5th International Conference on Research Implementation and Education of Mathematics and Sciences 2018 (pp. 211-218). Universitas Negeri Yogyakarta. https://bit.ly/p_yulianto