<![CDATA[Purpose of the study: This study aims to analyze the role of the traditional egrang game in fostering cultural literacy in elementary school students, particularly those related to the values of cooperation, cultural identity, diversity, and awareness of preserving local cultural heritage in the context of social studies learning. Methodology: The study used a descriptive qualitative approach. Subjects were selected purposively, involving fifth-grade students, extracurricular teachers, social studies teachers, and the principal at an elementary school in Purwakarta. Data collection was conducted through participant observation, semi-structured interviews, and field documentation. Data analysis used the Miles and Huberman interactive model with source triangulation to ensure the credibility of the findings. Main Findings: Egrang have been shown to foster three dimensions of students' cultural literacy: (1) recognition of local culture with a Very good score on the identification of egrang as a traditional heritage and part of regional cultural identity; (2) understanding of the values of cooperation, hard work, and diversity that emerged organically during the game without explicit instruction; (3) the highest cultural awareness, characterized by students' enthusiasm and willingness to pass on egrang to the next generation. Novelty/Originality of this study: This research is the first to specifically integrate egrang into a cultural literacy framework within the context of elementary school social studies education. Unlike previous studies that focused on motor skills or general character, this study offers a new perspective on egrang potential as a contextual and meaningful medium for social studies learning based on local culture.]]>
