<![CDATA[ABSTRACT This study aims to (1) describe the stages of the Hajat Uar traditional ceremony in Naluk Village, (2) identify the symbols used in the ceremony, (3) analyze the symbolic meanings based on the semiotic approach of Roland Barthes, (4) reveal the cultural values and local wisdom embedded in the tradition, and (5) examine its potential utilization in literature appreciation learning at the senior high school level. This research employs a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews, and documentation. Data validity was ensured through source, technique, and theoretical triangulation. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The results show that (1) the Hajat Uar ceremony is carried out in three stages: preliminary, core, and closing stages; (2) the symbols used include material, actional, and linguistic symbols; (3) the symbolic meanings encompass three levels—denotation, connotation, and myth—representing religious values, togetherness, and cultural identity; (4) the cultural values and local wisdom found include religious, social, moral, and identity values; and (5) the Hajat Uar tradition has strong potential as a contextual learning resource in literature appreciation at the senior high school level, supporting meaningful learning, character education, and the implementation of the Merdeka Curriculum. In conclusion, the Hajat Uar traditional ceremony is not only a cultural practice but also a system of symbols containing life values and educational relevance.]]>
