Reframing Sirah Keteng as a Learning Resource: Cultural Identity, Sacred Ecology, and Education Policy

Hadi Cahyono; Ardhana Januar Mahardhani; Catarina Wahyu Dyah Purbaningrum

doi:10.35445/alishlah.v18i2.9200

Reframing Sirah Keteng as a Learning Resource: Cultural Identity, Sacred Ecology, and Education Policy

Hadi Cahyono, Ardhana Januar Mahardhani, Catarina Wahyu Dyah Purbaningrum

Abstract

Local cultural heritage sites are increasingly recognized as markers of identity, yet their integration into formal education as contextual learning resources remains limited. This study examines Sirah Keteng in Ponorogo, East Java, as a local-wisdom-based learning resource by exploring its roles in constructing cultural identity, articulating sacred ecology, and informing regional education policy.This qualitative study combined local historiographic inquiry and ethnographic methods. Fieldwork was conducted over six months and involved 18 participants, including traditional leaders, village officials, site caretakers, cultural practitioners, teachers, local youth, and environmental managers. Participants were selected through purposive sampling using a maximum variation strategy. Data were collected through historical source analysis, in-depth interviews, participant observation, and documentation of artifacts, rituals, and cultural practices. The data were analyzed using thematic and narrative analysis, with trustworthiness strengthened through source triangulation, method triangulation, member checking, and an audit trail.The findings show that Sirah Keteng functions as a living cultural-ecological system. Community narratives, ritual practices, sacred water traditions, historical artifacts, and symbolic elements such as Sendang Beji, the head statue, and Watu Pawukon contribute to the reproduction of local identity and the transmission of historical, spiritual, and ecological knowledge across generations. However, its educational use remains informal and underdeveloped due to limited curriculum integration, regulatory support, and institutional collaboration.This study highlights the importance of reframing cultural heritage sites as place-based learning resources. Integrating Sirah Keteng into local education policy may strengthen cultural identity, environmental awareness, and character education through contextual and experiential learning.

Keywords

place-based learning, cultural identity, sacred ecology, local wisdom education, ethnography

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DOI: https://doi.org/10.35445/alishlah.v18i2.9200