ORAL LITERATURE BASED LEARNING OF DAYAK NGAJU SANSANA: AN ETHNOPEDAGOGICAL STUDY

Abstract

This study analyzes the role of sansana, an oral storytelling tradition of the Dayak Ngaju community, as a medium for culturally grounded education and learning. Using a qualitative method with an ethnopedagogical approach, the research combines narrative analysis of sansana texts with participatory observation during performances. The findings demonstrate that sansana contains a systematic narrative structure introduction, conflict, climax, and resolution that facilitates the delivery of moral messages. Conflicts narrate ethical dilemmas faced by characters, while resolutions emphasize customary law, social harmony, and respect for ancestral values, thus internalizing character traits such as responsibility, bravery, cooperation, and integrity. In addition, the performative context shows that sansana functions beyond entertainment. Interactions between storytellers and audiences foster contextual and experiential learning, inviting participants to engage cognitively, emotionally, and socially. Discussion moments and reflective dialogues that follow performances strengthen understanding of social norms and spiritual values rooted in Dayak Ngaju culture. The ethnopedagogical perspective further highlights the integration of cultural value inheritance, local contextualization, and reflective learning practices. Activities such as conflict-based analysis, story rewriting, and mini-performances develop creativity, collaboration, communication, and value literacy, aligning with the goals of the Kurikulum Merdeka in promoting culturally responsive education.