Integration of Sustainable Gastronomy and Ethnopedagogy in Social Studies Learning: An Ethnographic Study of Tajin Madura Porridge
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Keywords:
Sustainable Gastronomy, Tajin Madura Porridge, Local Wisdom, Social Studies Learning Resources, Character EducationAbstract
Globalization has driven shifts in consumption patterns toward instant foods, potentially marginalizing traditional culinary practices and weakening the transmission of local cultural values. This study aims to analyze the preservation of Madura tajin porridge from the perspective of sustainable gastronomy and examine its potential as a contextual and character-oriented learning resource in Social Studies (IPS) through an ethnopedagogical approach. This qualitative study employed an ethnographic design in Kolpajung Village, Pamekasan, using participatory observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model and thematic analysis, with data validity established through source, method, and time triangulation and member checking. The findings show that the sustainability of tajin porridge is supported by the integration of four dimensions: environmental, through the use of local ingredients and biodegradable natural packaging; social, through mutual cooperation in production and distribution; economic, through its contribution to household income and the local economy; and cultural-religious, through its symbolic and ritual functions. These dimensions demonstrate that tajin porridge is not merely a traditional food but a cultural practice that sustains local knowledge, social relationships, economic activities, and environmental awareness. The novelty of this study lies in the conceptual integration of sustainable gastronomy and ethnopedagogy in Social Studies learning, positioning tajin porridge as a local-wisdom-based learning resource that connects culinary practices with economic activities, social interaction, human-environment relations, and character values. The study implies that tajin porridge can be operationalized as an authentic and contextual learning resource through observation, discussion, interviews, and culture-based projects to strengthen students’ conceptual understanding, collaboration, responsibility, social concern, and appreciation of local culture.
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