The mathematics learning applied by teacher have not been able to engage students to apply concepts to solve daily problems. Beside that, students are not used to face a higher order thingking problems. It created a lack of mathematics literacy. This research aims to (1) know to what extent implementatioan etnomathematic-based probing-prompting learning on mathematics literacy, (2) know to wheather students taught by etnomathematic-based probing-prompting learning have higher mathematics literacy than students taught by expository, and (3) know the improvement of students’  mathematics literacy after implementatioan of etnomathematic-based probing-prompting learning. This is an experimental research by using nonequivalent control group design. It was conducted in NU Nawa Kartika Kudus elementary school in even semester of 2016/2017academic year. The collecting data technique used is a test to measure the students’ mathematics literacy. The analysis techniques in this research included student test (t-test), and gain test to measure the improvement of students’ mathematics literacy. The result of this research were (1) students’ mathematics literacy was achived the passing grade after implementatioan of etnomathematic-based probing-prompting,(2 ) the average of  students’ mathematics literacy taught by etnomathematic-based probing-prompting learning was higher than students taught by expository, and (3) students’ mathematics improve by 54% after implementatioan of etnomathematic-based probing-prompting learning or categorized as middle level