Strengthening Community-Based Cultural Education through the Talaandig Flood Story: A Hermeneutic Approach to Indigenous Wisdom Preservation

Abstract

This article presents the Talaandig flood story as an educational resource for strengthening indigenous wisdom preservation and community-based cultural learning. Using a qualitative hermeneutic approach, the study interpreted the folktale “The Flood and the Origin of the Talaandig” to identify cultural values, moral lessons, and symbolic meanings that can support cultural education. The analysis shows that the narrative communicates moral responsibility, reverence for sacred landscapes, ancestral identity, ritual knowledge, environmental ethics, and social order. These findings indicate that indigenous oral traditions can be used in community learning activities to promote cultural literacy, environmental awareness, and identity formation. The article highlights the value of integrating indigenous narratives into community-based cultural education.