<![CDATA[Culture-based local content learning often presents cultural heritage as learning material, while the processes through which students develop cultural understanding through direct engagement with cultural practices remain insufficiently explained. This issue is important because local content education provides a curricular space for connecting students with cultural knowledge through contextual learning experiences. This study aimed to explore how Topeng Cirebon practice-based learning enables students to experience, interpret, and reflect on cultural practices. Using a qualitative case study design, the study involved 28 students, two teachers, and three Topeng Cirebon cultural practitioners in Cirebon, Indonesia. Data were collected through observations of learning activities, semi-structured interviews with teachers and cultural practitioners, and documentation that included field notes and records of learning activities. The data were analyzed thematically. The findings revealed three interconnected processes. First, students engaged directly with cultural practice through material activities, tools, and mask-making processes. Second, through visual experience, dialogue, and interaction with teachers and cultural practitioners, students began to connect mask characteristics with practical experiences and associated cultural meanings. Third, students reflected on their experiences by recalling the characters they selected, the difficulties they encountered, and the processes they had undergone. These findings suggest that practice-based cultural learning can support the development of cultural understanding through direct engagement, interpretation, social interaction, and reflection.]]>
