Dewi Anjani Folklore as a Learning Resource for Geography Education: A Literature Review
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This study examines the potential of Dewi Anjani folklore as a learning resource for geography education through a systematic literature review. Dewi Anjani is a prominent cultural figure in Sasak folklore, closely associated with the Mount Rinjani landscape in Lombok, Indonesia. The study aims to synthesize existing literature to identify geographical values, spatial representations, and environmental meanings embedded in the folklore, and to assess its relevance for contemporary geography learning. The research employed a qualitative literature review method, drawing on academic journal articles, scholarly books, ethnographic studies, and credible online sources related to Dewi Anjani folklore, cultural geography, and geography education. Data were collected through purposive searching using relevant keywords and analyzed through thematic synthesis. The analysis focused on identifying elements of physical geography, human environment interaction, cultural landscapes, and environmental ethics represented in the folklore narratives. The results reveal that Dewi Anjani folklore contains rich geographical content. Physical geography is reflected through symbolic representations of volcanic landforms, forest ecosystems, water resources, and environmental hazards associated with Mount Rinjani. Human and cultural geography aspects emerge through local beliefs, spiritual practices, and community based environmental norms. Additionally, the folklore conveys sustainability oriented values such as environmental balance, respect for nature, and disaster awareness, which align with current geography education objectives. The literature also indicates that folklore based learning supports place based education and strengthens students’ sense of place and environmental consciousness. The study concludes that Dewi Anjani folklore constitutes a meaningful and contextually relevant learning resource for geography education when integrated through appropriate pedagogical frameworks. By bridging indigenous knowledge and scientific geography, folklore based learning can enhance holistic geographical understanding and culturally responsive education. Future studies are recommended to investigate empirical applications of folklore based geography learning models in classroom settings.
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