Inclusive Education Practices with Balinese Local Values of “Menyama Braya” in a Primary Bilingual School in North Bali
Abstract
This research explores the application of the Balinese philosophy of Menyama Braya or brotherhood in promoting inclusive education in a primary bilingual school in North Bali. Grounded in theories of multiculturalism and inclusivity, the study emphasizes the importance of acceptance, empathy, and cooperation among students from diverse backgrounds. Employing a phenomenological approach, data were collected through observations, in-depth interviews, discussions, and document analysis. The findings indicate that the integration of Menyama Braya principles fosters a cooperative learning environment where students, including those with special needs, engage meaningfully with their peers. This practice not only enhances tolerance and empathy but also supports the creation of culturally responsive educational spaces. Recommendations include incorporating Menyama Braya values into teacher education curricula to cultivate inclusive practices that celebrate diversity and ensure equitable access to quality education for all students. By embedding these local values into modern educational methodologies, schools can develop compassionate learning environments that embrace differences while promoting social harmony.
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References
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Kanter, A. S., Damiani, M. L., & Ferri, B. A. (2014). The Right to Inclusive Education Under International Law: Following Italy’s Lead. Journal of International Special Needs Education, 17(1), 21–32. https://doi.org/10.9782/2159-4341-17.1.21
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Lestari, I. D. A. M. M., Padmadewi, N. N., & Swastini, A. (2022). Parental Involvement in the English as Foreign Language Class at an Inclusive Primary School in Denpasar. Soshum: Jurnal Sosial Dan Humaniora, 12(2), 184–196. https://doi.org/10.31940/soshum.v12i2.184-196
Lestawi, I. N., & Kusuma, I. M. W. (2023a). “Menyama Braya ”: The Roots of Religious Moderation in. Jurnal Ilmu Komunikasi Hindu, 3(2), 464–473. https://doi.org/10.25078/anubhava.v3i2.2691
Lestawi, I. N., & Kusuma, I. M. W. (2023b). “Menyama Braya ”: The Roots of Religious Moderation in Singaraja Bali. Jurnal Ilmu Komunikasi Hindu, 3(2), 464–473. https://doi.org/10.25078/anubhava.v3i2.2691
Long, T., & Guo, J. (2023). Moving beyond Inclusion to Belonging. International Journal of Environmental Research and Public Health, 20(20). https://doi.org/10.3390/ijerph20206907
Ludji, F., Samiyono, D., & Lattu, I. Y. M. (2020). “Menyama Braya”: Pondasi Utama Relasi Dialog Agama-Agama di Desa Dalung, Bali. Anthropos: Jurnal Antropologi Sosial Dan Budaya (Journal of Social and Cultural Anthropology), 5(2), 82. https://doi.org/10.24114/antro.v5i2.14213
Mallarangeng, S. N., Hastuti, H., & Hidayatullah, M. (2024). The Role of Interpersonal Communication of Educators for Students with Special Needs at Tat Wam Asi Special School in Baubau. Jurnal ISO: Jurnal Ilmu Sosial, Politik Dan Humaniora, 4(1 SE-Articles), 1–10. https://doi.org/10.53697/iso.v4i1.1703
Mann, G., Kennedy-Wood, L., & Gilmore, L. (2024). The Role of Parents in Facilitating Safe, Quality, Inclusive Education for Students with Intellectual Disabilities: The Position of the Disability Royal Commission. Research and Practice in Intellectual and Developmental Disabilities, 11(1), 107–120. https://doi.org/10.1080/23297018.2024.2337756
Marimuthu, S., & Cheong, L. S. (2015). Inclusive Education for Social Transformation. Procedia - Social and Behavioral Sciences, 172, 317–322. https://doi.org/10.1016/j.sbspro.2015.01.370
Montalvo, J. G., & Reynal-Querol, M. (2014). Cultural Diversity, Conflict, and Economic Development. In V. A. Ginsburgh & D. B. T.-H. of the E. of A. and C. Throsby (Eds.), Handbook of the Economics of Art and Culture (Vol. 2, pp. 485–506). Elsevier. https://doi.org/https://doi.org/10.1016/B978-0-444-53776-8.00018-0
National Education Department. (2009). Inclusive Education for Students who Have Disabilities and Have Potential Intelligence and/or Special Talents. Jakarta, Indonesia: National Education Department.
Padmadewi, N. N., & Artini, L. P. (2017). Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia. International Journal of Instruction, 10(3), 159–176. https://doi.org/10.12973/iji.2017.10311a
Padmadewi, N. N., Artini, L. P., Sindu, I. G. P., Shanmuganathan, T., Suarcaya, P., & Dewi, K. S. (2023). Instructional Media for Autistic Spectrum Disorder (ASD) Children: A Study on Need Analysis. Journal of Education Research and Evaluation, 7(3), 477–491. https://doi.org/10.23887/jere.v7i3.61558
Padmadewi, N. N., Artini, L. P., & Sukadana, I. M. S. A. (2024). Teaching an Inclusive Education in EFL Setting : A Phenomenological Study. The Art of Teaching English as a Foreign Language, 5(2), 186–195. https://doi.org/10.36663/tatefl.v512.905
Padmadewi, N. N., Tantra, D. K., Ratminingsih, N. M., Artini, L. P., & Nitiasih, P. K. (2021). Pembelajaran Bahasa Inggris di Kelas Inklusif: Disertai Contoh Implementasi & Perangkat. Karanganyar: Surya Grafika.
Paradhani, N. M. N. S., & Yuliandari, N. K. (2021). The Relevance of the Application of Tat Twam Asi Local Wisdom in Managing Human Resources at Untag Banyuwangi. International Conference on Management, Business, and Technology Indonesia., 25–28.
Qu, X., & Cross, B. (2024). UDL for Inclusive Higher Education—What Makes Group Work Effective for Diverse International Students in UK? International Journal of Educational Research, 123(1), 1–11. https://doi.org/10.1016/j.ijer.2023.102277
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Published
2025-04-07
How to Cite
PADMADEWI, Ni Nyoman et al.
Inclusive Education Practices with Balinese Local Values of “Menyama Braya” in a Primary Bilingual School in North Bali.
Jurnal Kajian Bali (Journal of Bali Studies), [S.l.], v. 15, n. 1, p. 258-284, apr. 2025.
ISSN 2580-0698.
Available at: <https://ojs.unud.ac.id./index.php/kajianbali/article/view/121563>. Date accessed: 20 apr. 2025.
doi: https://doi.org/10.24843/JKB.2025.v15.i01.p10.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
