JURNAL KAJIAN BALI
Hlm. 01­—

Journal of Bali Studies

...

p-ISSN 2088-4443 # e-ISSN 2580-0698 Volume 15, Number 01, April 2025

Inclusive Education Practices with
Balinese Local Values of “Menyama Braya” in
a Primary Bilingual School in North Bali
Ni Nyoman Padmadewi1 , I Made Sukma Adisetiawan Sukadana2
Luh Putu Artini3* , Ketut Trika Adi Ana4
1,3,4
Ganesha University of Education, Indonesia
2
Aura Sukma Insani Learning Centre, Bali, Indonesia
DOI: https://doi.org/10.24843/JKB.2025.v15.i01.p10

,

Abstract: This research explores the application of the Balinese local values 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.
Keywords: inclusive education; Balinese local values of menyama braya; multiculturalism;
social harmony

1. Introduction
ali is an island characterized by its rich tapestry of cultures, where
individuals from diverse backgrounds and belief systems coexist
harmoniously. The island of Bali is home to a diverse array of ethnic groups.
The Ministry of Home Affairs claims that by July 2024, Bali’s population reached
4,34 million individuals, with the ethnic Balinese constituting the predominant

B
*

Corresponding author’s email: putu.artini@undiksha.ac.id
Submitted: 7 December 2024; Accepted: 18 February 2025; Published: April 2025
Copyright © 2025 by the author (s). This article is published by Jurnal Kajian Bali (Journal of Bali Studies),
University of Udayana, Bali, Indonesia, under a Creative Commons Attribution 4.0 International License
(http://creativecommons.org/licenses/by/4.0/).

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group and supported by people from various religious backgrounds. In Bali,
the manifestation of multiculturalism has been evident for an extended period,
exemplified by certain temples that integrate Balinese Hindu and Kong Hu Chu
traditions (Alit, 2024; Sudiana & Nuriawan, 2022). The multifaceted nature of
society presents two possibilities: conflict and potential disintegration, both of
which can enhance societal structures and serve as catalysts for the evolution of
social dynamics (Montalvo & Reynal-Querol, 2014; Rahardjo, 2010).
Menyama Braya, a philosophical approach advocating for unity and
brotherhood, is essential in cultivating acceptance and empathy among children
in classrooms comprising diverse ethnic and religious backgrounds in Bali.
Given the intrinsic pluralism and diversity of Bali’s culture, the need for inclusive
education is evident. Inclusive education and the concept of Menyama Braya
are closely intertwined, as both emphasize community, respect, and support
for all individuals, regardless of their backgrounds or abilities. Menyama Braya
fosters a sense of belonging and mutual respect among community members,
which parallels the goals of inclusive education to create an environment where
all students, including those with disabilities or special needs, feel valued and
accepted.
The Balinese local values of Menyama Braya implies the practice of a
fundamental philosophy of the Balinese people, embodying universal principles
of harmony and kinship that foster a sense of connection among individuals and
promote coexistence with one another. The Menyama Braya principles ensure that
every student gets the same chances and support to succeed in school no matter
who they are or where they come from. This includes making sure students with
disabilities or special talents learn alongside everyone else. The goal is simple
to give each child whether they face challenges or have amazing gifts the best
possible education perfectly suited to them (National Education Department,
2009). It is all about celebrating differences, treating everyone with respect and
making sure no child is left behind especially those with special needs. Every
child deserves a great education (Bryant et al., 2008; Kusimo & Chidozie, 2019).
Worldwide, inclusive education is seen as incredibly important. A key
United Nations goal is to make sure everyone gets a good education (Rambla
& Langthaler, 2016; Urata et al., 2023). Inclusive classrooms bring together
students with different needs and backgrounds, creating a rich multicultural
learning environment where everyone interacts and learns from each other
(Jansen et al., 2015). This approach focuses not only on academic ability but also
on the emotional and social well-being of all students, especially those with
special needs (Amthor & Roxas, 2016). Schonert-Reichl (2017) and Weissberg
et al., (2015) have also confirmed this. The meaning and philosophy in the
Menyama Braya concept that prioritizes unity, and mutual respect will be able to
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provide a strong framework for building and supporting an inclusive learning
space, where every student is respected and supported to grow collectively.
Bali, characterized by its multiculturalism, serves as a significant tourist
destination, enhancing public and parental awareness of the necessity of English
proficiency in social and professional contexts. This highlights the necessity of
performing research in a bilingual context that the school allows students to use two
languages (Bahasa Indonesia and English) conveniently in their daily school lives
and incorporates the local relevance of the Menyama Braya concept. Parents now
have high expectations that their children understand and apply the Menyama Braya
concept in order to communicate and interact with other students from diverse
backgrounds. We see that schools apply the Menyama Braya concept to create a
harmonious school community within the framework of inclusive education.
Thus, this study aims to investigate how the Menyama Braya concept
is applied by looking deeper into the approaches taken by schools to create
equitable and quality education. This study will adopt a bilingual approach
to better understand diversity and inclusivity in at North Bali Bilingual School
2. Literature Review
2.1 Inclusive Education
In Balinese culture, Menyama Braya embodies unity, acceptance, and
cooperation, values perfectly aligned with inclusive education. All prioritize
embracing diversity, working together, and creating welcoming environments
for everyone. Inclusive education puts these values into action by ensuring
all students, regardless of background or needs, have equal access to a highquality education (Buchs et al., 2023; Bryant et al., 2008; Engsig, 2023; Kafia et al.,
2023). This creates a supportive and harmonious school community (Anupriya
& Salim, 2014; Long & Guo, 2023; Yasin et al., 2023). This approach reflects
the broader global goal of providing quality education for all (as outlined in
the UN’s Sustainable Development Goal 4), ensuring that schools adapt their
teaching, curriculum, and support to meet the needs of every child (Hornby &
Kauffman, 2024; Rambla & Langthaler, 2016; Strnadova et al., 2023; Naami &
Mort, 2023; Roldán et al., 2021).
In addition to global goals, inclusive education has local ramifications in
Bali and Indonesia. In Indonesia, educators are endeavouring to match their
views and competencies with curriculum reform, particularly the Merdeka
Curriculum and Sustainable Development Goal 4 (Sipayung & Hsu, 2023).
Educators in Indonesia regard SDG 4 as a foundational framework to direct
the execution of the teaching and learning process, enhancing comprehensive
awareness of the significance of this sustainable development goal within the
Indonesian educational landscape. Certain investigations aimed at fostering
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more inclusive educational practices remain predominantly focused on
addressing issues within the classroom setting.
A substantial body of research has been conducted on the implementation
of inclusive education in Bali classrooms (Lestari et. al., 2022; Padmadewi &
Artini, 2017; Padmadewi et al., 2023; Padmadewi et al., 2024; Padmadewi, et al.,
2021), concentrating on classroom practices aimed at integrating students with
special needs into mainstream schools. Despite extensive research on inclusive
education, most efforts have focused on discovering solutions to challenges
that arise throughout the teaching and learning process. The inclusion of
multicultural classrooms and the integration of programs and activities that
promote diversity and Menyama Braya principles remain unexamined.
2.2 Menyama Braya Concept
The Menyama Braya concept, upheld by the Balinese Hindu culture, posits
that all individuals are brothers (Suadnyana, 2023). This idea encompasses
qualities such as equality, cooperation, empathy, and tolerance (Adhi et.al, 2019;
Dewi & Adnyani, 2023; Lestawi & Kusuma, 2023a; Ludji et. al., 2020; Suwindia
& Wati, 2023). Equality is defined as a perspective that eschews discrimination,
asserting that all individuals hold an equivalent status and merit equitable
treatment (Suadnyana, 2018). Cooperation is an endeavor in which individuals
assist one another (Harries, 2012). This spirit is highly obvious in the daily lives
of the Balinese people. The implementation of religious rituals and customs in
Bali is also carried out with these principles.
Menyama Braya is also reflected in the teachings of Balinese Hinduism in
the concepts of Tat Twam Asi and Tri Hita Karana. Tat Twam Asi, “I am you, and
you are me”, emphasizes the principle of equality (Mallarangeng et al., 2024).
Paradhani and Yuliandari (2021) explain that this concept encourages Balinese
Hindu individual to be able to see others as parts of themselves. Thus, this view
posits that human beings are equal (Untung & Mu’tasyim, 2020). Likewise, the
concept of Tri Hita Karana emphasizes the three sources of human happiness,
especially in the pawongan section which emphasizes harmonious relationships
between humans. One real form of implementing this value is by recognizing
and embracing everyone regardless of different background.
3. Method and Theory
3.1 Method
This study employed a phenomenological approach. The researchers selected
phenomenology as the methodological approach, as it elucidates the ways in which
educators enact inclusive education within genuine mainstream teaching practices.
Phenomenology serves as a methodical approach to the exploration of interpretive
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paradigms. Phenomenology represents a meticulous, structured, and analytical
examination of an occurrence. This approach seeks to elucidate the nuanced realities
surrounding a particular occurrence. This systematic investigation commences with
phenomena of interest and aims to understand the subjective significance of the
lived experience of an event (Creswell, 2014).
The research was conducted at North Bali Bilingual School that embraces
inclusivity in North Bali. The aim was to clarify the manifestation of inclusion
within the educational process at the school and to examine its integration into
the various activities and programs. The data collection spanned a full year,
commencing in January 2023 and concluding in January 2024. The school
comprises two classes per grade level, with class sizes ranging from 20 to 26
students. The total count of students is presented in Table 1.
Table 1. The Number of Students as the Sample of the Study at the School
No. Grade Total
Based on Religion
Based on places of origin
number
1.
1A
25
H (17), B (4), I (2), C (1), P (1) Bali=20, Java=5
2.
1B
26
H (22), B (4), I (2), Cn (1)
Bali =24, Java= 1, overseas=1
3.
2A
25
H (18), B (3), C (3), P (1)
Bali =23, Java=1, overseas=1
4.
2B
25
H (18), B (4), C (2), P (1)
Bali =24, Java=1
5.
3A
24
H (23), B (1)
Bali = 24
6.
3B
23
H (14), B (4), C (4), P (1)
Bali = 23
7.
4A
25
H (19), B (3), I (1), C (2)
Bali=23, Java = 1, overseas=1
8.
4B
25
H (16), B (5), I (2), C (2)
Bali=23, Java = 1, overseas=1
9.
5A
18
H (10), B (3), I (2), C (3)
Bali = 15, Java=3
10.
5B
25
H (20), B (3), P (1), Cn (1)
Bali=17, Java =1
11.
6A
22
H (18), B (2), C (1), P (1)
Bali = 19, Java =2, overseas=1
12.
6B
23
H (17), B (3), I (1), C (2)
Bali=21, Java=1, overseas=1
Remarks: H=Hindu, I = Islam, B = Buddhism, C= Christian, P=Protestant, Cn = Confucian
Source: North Bali Bilingual School (2024)
The data were collected using several techniques: observation, in-depth
interviews, discussion, and document analysis. The researchers created an
ethnographic record and conducted domain and taxonomy analyses. Focused
observations were conducted by attending the teaching and learning process
twice weekly. Beside observations, the data were collected using several
techniques: observation, in-depth interviews, discussion, and document
analysis. The researchers created an ethnographic record and conducted
domain and taxonomy analyses. Focused observations were conducted by
attending the teaching and learning process twice weekly. Beside observations,
the researchers also conducted in-depth interviews with the six key teachers,
the school principal, and the technical assistant and consultant of the school on
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inclusive education. The questions were about the manifestation of Menyama
Braya into programs and how inclusivity can be guaranteed. Document analysis
was also done to seek data about the students’ performances and pedagogical
information. The discussion was conducted to probe and explore why certain
tasks were provided, and to ask for clarifications of certain actions.
The data were analysed using Dimension Analysis as proposed by
Spradley (1980) that covers nine dimensions, space, actors, activity, objects,
act, event, time, goal, and feeling; while the data collection includes 10 stepprocedures as shown below.

Figure 1. The Steps of Data Collection (Adapted from Spradley, 1980)
Data triangulation was carried out through interviews and analyzing the
school documents to confirm the findings and strengthen the validity of the
analysis results. Consistent themes were identified across all data sources to
ensure accurate and representative findings and ended with writing a conclusion.
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The main findings are compiled. This analysis provides a comprehensive and
in-depth picture of implementing inclusive learning in the bilingual school.
3.2 Theory
The notion of inclusive education follows Kanter et al., (2014) for whom
inclusivity refers to “full inclusion” as the integration of all pupils, even those
with intricate requirements, into conventional schooling. The school instituted
full inclusion in many classes, including art, sports, and music, allowing
students with special needs to engage alongside their mainstream peers in the
same activities. Children with special needs participated in content subjects in a
designated room with their specialized educators, drawing a partial conclusion
(Rambla & Langthaler, 2016; Urata et al., 2023), and the interaction occurs
among individuals with diverse skills and cultural backgrounds (Jansen et
al., 2015). The instructions assure the involvement of socio-emotional learning
(SEL) framework to enhance the emotional and social well-being of all students,
particularly those facing particular problems (Amthor & Roxas, 2016). The
implementation of Menyama Braya values is reflected in unity, mutual respect,
acceptance and empathy (Adhi et al., 2019; Dewi & Adnyani, 2023; Lestawi &
Kusuma, 2023b; Ludji et al., 2020; Suwindia & Wati, 2023).
Menyama Braya, as a cultural notion, underscores the significance of
genuine teamwork and cooperation, irrespective of differences. Within the
framework of Tri Hita Karana (Parahyangan - Developing spiritual practices,
rituals, and dedication to bring about harmony with the divine , Pawongan Fostering harmony among individuals through mutual respect, collaboration,
and social cohesion, and Palemahan - Nurturing harmony with nature by
respecting and preserving the environment), Menyama Braya emphasizes
the significance of fostering societal harmony as a crucial element in the
cultivation of interpersonal relationships (Pawongan). This notion underscores
the significance of maintaining solidarity, collaboration, and equilibrium.
Through the implementation of societal harmony, the Balinese cultivate not
only interpersonal cohesion but also a broader harmony among individuals,
the environment, and the Divine, grounded in the fundamental principle of Tri
Hita Karana (Dewi & Adnyani, 2023).
The foundational principles of inclusivity, justice, and solidarity underpin
the relationship between Menyama Braya, inclusive education, and equitable quality
education. As a local Balinese value, Menyama Braya emphasizes the significance
of treating all individuals as brothers/sisters, irrespective of their background,
aptitude, or social status (Arjawa & Zulkifli, 2021). This value affirms the principle
of inclusive education, which is designed to ensure that all individuals, regardless
of their special needs or differences, have access to education. Consequently,
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equitable quality education guarantees that learning is not only inclusive but also
of high quality, thereby ensuring that all individuals have the same opportunity
to realize their full potential (Padmadewi et al., 2024). Menyama Braya is a cultural
foundation that can make inclusive and high-quality education work better. This
is because it encourages the community to work together, value differences, and
create a peaceful learning space. This combination bolsters endeavours to ensure
that education is equitable, sustainable, and equitable.
4. Results and Discussion
4.1 North Bali Bilingual School
North Bali Bilingual School (NBBS) is located on Jalan Gunung Rinjani,
Panji Village, Sukasada District, Buleleng Regency, Bali. The NBBS was
established in 2012 and is registered with the Buleleng Regency Education Office
under the name SD Dwi Bahasa Sekolah Bilingual Bali Utara. At the beginning
of its establishment, NBBS only had one class consisting of 16 students. In 2023,
NBBS became a rapidly growing Elementary School with 2 classes at each level,
from grades 1-6, with a total of 265 students in 12 classes and a special room for
Special Needs Education. Currently, NBBS has been accredited with a superior
rating. As the name suggests, NBBS is a bilingual school. This means that NBBS
uses Indonesian and English every day in many areas of the school. This school
is the only bilingual school in North Bali. It is different from the South Bali area,
where there are many bilingual schools available, for instance Taman Rama
School, Diatmika School, Bali Island School, and Jembatan Budaya School.
This school is a private bilingual school that is different from other private
bilingual schools. Generally, bilingual schools in Bali follow a curriculum from
abroad, but NBBS follows the Indonesian Curriculum, adopting local Balinese
values, while implementing “best practice education”. NBBS is categorized
as a National Plus School, which means the school follows the national
curriculum, which is supplemented with various “plus” activities. At NBBS, the
implementation of the curriculum, in an academic sense, is rigorous, but allows
for differentiated teaching and Project-based Learning. As a child-centered
school, many programs and events reflect positive energy and joy. These
programs include the celebration of Children’s Book Week, Literacy Program,
Earth Day, Project Week, Gardening Program, Spirit Day, and Community
Service Program led by the NBBS Student Council to raise funds and support
various community programs.
4.2 Menyama Braya Values in Various Cultures and Religions Practiced
According to the study, the Balinese local culture, which is based on the
basic notion of Menyama Braya, values unity and solidarity over differences. This
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is in line with the ideas of inclusive education. This approach encourages all
students, including those with special needs, to receive education within the same
environment. In this context, the essence of Menyama Braya bolstered the execution
of equitable quality education, ensuring that all students, irrespective of their social
or cultural backgrounds and varying competencies, have equal access to quality
education. By combining these ideals, inclusive education fosters equality and
cultivates societal peace grounded in the principles of Balinese indigenous culture.
The findings from the observation, interview and discussion reveal that
the school incorporates Menyama Braya values by observing all religious holy
days pertinent to the students’ faiths. All pupils, regardless of their religious
beliefs, collaborated with their peers to implement the Menyama Braya concepts.
Training students to sincerely accept, appreciate, and even collaborate with
students from other religions is the essence of Menyama Braya’s noble values. The
excellence of this value lies in its ability to create social harmony, foster a sense
of universal brotherhood, and build solid cooperation regardless of differences
in beliefs. The activities facilitate the assimilation and practical application of
multicultural values. Figure 2 summarizes the values of the various cultures
and religions practiced in the school.

Figure 2. Taxonomy Diagram of Multicultural Celebrations which incorporate
Menyama Braya concepts (Source: Analyzed data).
The fundamental principle unifying all conducted activities is the practice
of Menyama Braya, which is inherently assimilated throughout the processes of
celebrating holy days. The school emphasizes the practices of Menyama Braya
through collaborative activities involving students from diverse religious
backgrounds. This is essentially significant to practice, as Menyama Braya
typically occurs more frequently among individuals of the same religion and
infrequently with those of differing religions.
The collaborative endeavours undertaken during the observance of sacred
days serve as pivotal moments for students to comprehend the significance of
their peers’ religious celebrations, fostering an environment of respect for the
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diverse traditions and cultural practices inherent to their families. Menyama
Braya fosters social collaboration among people of many religions. For the
purpose of conducting an analysis of the Menyama Braya practices that was
taking place at the school, Spradley (1980) analysis was implemented based on
the nine dimensions. The identification of the Menyama Braya concepts based on
those dimensions can be seen in Table 2.
Table 2. Dimensions of Menyama Braya Practices in Multicultural Situation
No Dimensions
Description
1 Space
Identifying where Menyama Braya occurs: at a bilingual school
in North Bali.
2 Actions
Identifying what programs of action are implemented for
fostering Menyama Braya:
• Teachings of different place of origins (Canada, Bali,
Java, Sumatra)
• Students of multicultural background and religion
3 Activity
Analyzing activities that incorporate Menyama Braya:
• Celebration of holy days based on religions of the
students
• International days
• Project days which involved students from various
background
4 Objects
Identifying certain equipment and realia used for manifesting
Menyama Braya value in their activities:
• Equipment and realia needed for celebrating the days
and for projects;
5 Act
Analysing how certain acts are manifested to practice Menyama
Braya concept:
• Students and teachers work together, collaborate to
celebrate and do the projects.
6 Event
Analysing the events happening which incorporating Menyama
Braya concept:
• Holy days of the religions of the students
7 Time
Identifying the time of the implementation of the Menyama
Braya concept:
• During the project days (Friday)
• Every holy days of students’ religions
8 Goal
Analysing the goals established through the Menyama Braya
concept practices.
• Establishing awareness of “Menyama Braya” and
multiculturalism;
• Establishing empathy of respecting differences;
• Celebrating multiculturalism.
9 Feeling
Analysing the feeling of value practices during Menyama Braya
• Emphatic, accepting differences, being tolerant
Source: Analyzed Data (2024)
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The implementation of Menyama Braya in the school characterizes diversity
such as cultural background, religion, language, ethnicity, and other elements.
Spradley describes a framework that provides a roadmap that is used to identify
factors of cultural diversity in schools for the development of inclusive and
responsive methods. Through this framework, schools can facilitate diversity
through various activities with the aim of celebrating differences and fostering
empathy, appreciation, and respect. In the process of its implementation,
Menyama Braya becomes an important component in upholding the values of
equality.
The principle of Menyama Braya in the school is applied through
multicultural projects, religious dialogues, or multi-ethnic festivals by actively
and collaboratively involving students with the hope that students understand
the concept and practice of multiculturalism. In addition, these activities
encourage the development of an understanding that diversity is an asset and
not a barrier. By implementing the ethos of Menyama Braya, students also learn
to develop collaborative skills that are very important in today’s world situation.
After the nine steps of Spradley were conducted, it was identified that
daily activities and school programs centered on multiculturalism effectively
exhibited ideals such as equality, cooperation, empathy, and tolerance in a
cohesive manner in real life. In a diverse setting, students acquire knowledge
of equality by honoring each individual irrespective of cultural or social
background. Collaborative endeavors among diverse groups foster cooperation,
cultivating it despite disparities. Moreover, the act of exchanging narratives or
cultural experiences cultivates empathy, enabling students to comprehend the
viewpoints of others. Ultimately, by acknowledging and embracing cultural
diversity, children cultivate tolerance, fostering harmony and mutual respect
among their communities. This research reveals that the implementation
of inclusive education in the school context is based on four basic principles
originating from the Menyama Braya concept: equality, cooperation, empathy,
and tolerance. The use of bilingual languages, such as English and Indonesian,
has increased the effectiveness of education in a variety of activities. When
speaking with their foreign structures, students mostly use English, but
occasionally they go back to using Indonesian when discussing complex topics
or when they are unable to understand the dialogue. The availability of diverse
languages contributes to a more serene and stress-free environment for students.
The use of language as a teaching tool serves as a means of educating students,
ensuring that each person’s proficiency in English is recognized and valued.

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4.3 The Implementation of Equality Value
The significance of equity is seen in the execution of inclusive education
within the educational setting. The school embodies the principle of equality
through the notion of Menyama Braya by applying equity teaching and enhancing
both school and societal culture. Table 3 delineates the two techniques for
executing inclusive education that embody the principle of equality.
Table 3. The Implementation of Equality Value of Menyama Braya Concept
No

Strategies

Examples of the activities

Description

1.

Equity
pedagogy

Teachers tailor their
instruction to help
students from various
ethnic, cultural, and
socioeconomic backgrounds
achieve academic success
by delivering additional
programmes as needed
and promoting values of
appreciation for differences.

All students have access
to the highest quality
education regardless of
their backgrounds, and
students are involved
in Menyama Braya with
sincerity.

2.

Empowering
school culture
and social
culture.

The teachers and school
involve all students in
celebrating important days
and events based on the
students' religions and their
countries of origin.

Integrating culture fosters
an empowered educational
and social environment,
enabling children from
diverse racial, ethnic,
and gender origins to
experience equity and
equality-enhancing
Menyama Braya.

Source: Analyzed Data (2024)

From Table 3, equity pedagogy promotes the principles of Menyama
Braya and ensures that students from diverse backgrounds receive a quality
education free from discrimination. In order to actualize the principle of
equality, it is imperative that each educator within the school meticulously
crafts their instructional approaches to embrace the diverse ethnic, cultural,
and socioeconomic contexts of their students. Teachers possess the necessary
tools to create programs that promote values, acknowledging differences and
diversity as valuable assets and sources of strength, and exercise the concepts
of Menyama Braya.
The school fosters an environment that encourages students to recognize
and honor the diversity present in racial, ethnic, and gender backgrounds,
thereby enriching both the educational and social milieu. An authentic
illustration of the application of this principle is evident in the collective
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celebration of significant and religious days with students. From a sociocultural
standpoint, these activities posit that students acquire experiences that foster
a sense of joy and equality. Figure 3 presents examples of how to foster an
empowering school culture alongside social cultural activities, and Menyama
Braya is exercised naturally.

Figure 3. The implementation of equality values through empowering school
and social culture, Barong Sai (Photo: Padmadewi, 2024).
As presented in Figure 3, teachers apply various strategies in line with the
principles of Menyama Braya to facilitate inclusive education by emphasizing the
importance of equality and recognizing differences. Menyama Braya emphasizes
individuals as parts of other individuals so that all must be treated equal
and respectful (Adhi et al., 2019; Ludji et al., 2020; Suadnyana, 2023). Many
countries have implemented the celebration of differences in their curriculum
with the aim of building understanding of multiculturalism and supporting
mutual respect and appreciation for each other (Marimuthu & Cheong, 2015;
Qu & Cross, 2024; Tamayo et al., 2017). This is a very important strategic step
to preserve social harmony (Lee et al., 2012). In school practices, the integration
of Menyama Braya aims to unite and encourage cooperation among differences
(Fransiska et al., 2022).
4.4 The Implementation of Cooperation Value
The school integrates the concept of collaboration into its teaching methods
in order to support the successful implementation of inclusive education,
which seeks to provide high-quality instruction for all students regardless
of their varied backgrounds. This virtue embodies the principle of Menyama
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Braya, which promotes voluntary cooperation and disregards distinctions
among individuals’ backgrounds. The school’s approach to instilling the value
of cooperation involves the knowledge development process and parental
engagement (see Table 4).
Table 4. The Implementation of Cooperation Values of the Menyama Braya
Concept
No

Strategies

Examples of the activities Description

1

Knowledge Hosting International
construction Activities;
process
Pen-pal exchange
program;
Virtual inclusion of
international students
in the classroom;
Exhibitions of students’
drawings (Joint projects
with overseas partners);
Drama and performances;
Cultural Gallery; Cultural
seasonal events

Students present about the
specific cultures of foreign
countries through geography
fairs.
The objective is to facilitate
at-home internationalization
to expose students to diverse
cultures, enhance their
multicultural awareness,
and promote the natural
implementation of Menyama
Braya.

Source: Analyzed Data (2024)

Table 4 gives examples of activities implemented through ‘’the
knowledge construction process’ strategy (as mentioned in Banks and Banks
(2019) include organizing international events, initiating pen pal exchange
initiatives, integrating international students virtually into the classroom,
showcasing student artwork in exhibitions, collaborating on projects with
overseas partners, staging theatrical performances, visiting cultural galleries,
and participating in seasonal cultural events. Through these activities, students
engage in collaboration and deepen their understanding of new knowledge,
particularly regarding diverse cultures, thereby cultivating a profound sense
of multicultural awareness and stimulating Menyama Braya. Students not only
engage in collaborative activities to deepen their understanding, but parents
also take an active role in the instructional process, as depicted in Figure 4.

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Figure 4. Examples of activities that implement cooperation values to build new
knowledge regarding social science (Photo: Padmadewi, 2024).
In Figure 4, the school additionally facilitates socialization and orientation
initiatives for the parents of students whenever a new policy is implemented,
especially practicing Menyama Braya with students of different religions. The
orientation for parents aims to ensure their comprehension of the values of
Menyama Braya, particularly in relation to students of various religions, thereby
enabling them to provide support for this initiative. Teachers, students, and
parents participate in orientation meetings on a predetermined schedule,
twice a semester. This meeting aims to harmonize the endeavors of educators,
the anticipations of parents, and the objectives of the school in fostering the
academic development of students and increasing parents’ awareness about the
school program, which includes the practices of Menyama Braya. In addition,
during the meeting, parents have the opportunity to observe their children’s
activities at school first-hand, offering a tangible insight into their performance
and behaviour in the educational environment. Educational institutions use
this direct observation as a method to help parents gain a deeper understanding
of their children’s experiences and the pedagogical approaches used in the
schools. The encapsulation of those strategies is presented in Table 5.
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Table 5. The Implementation of Cooperation Values of the Menyama Braya
Concept through Parental Involvement
No

Activities for Parental
Involvement

Description

1.

Orientation

Orientation is provided to ensure a
uniform understanding of the significance
of Menyama Braya among all pupils,
irrespective of their diverse religious
backgrounds.

2.

Collaborative meetings

Parental meetings at school can
demonstrate Menyama Braya, a collaboration
where parents, teachers, and the school
community work together to enhance
student development.

3.

Teacher – students – parent
conference

The teacher-parent-student conference
exemplifies the principle of Menyama Braya
by enhancing collaborative efforts for the
advancement and well-being of pupils.

4.

Observation day for parents

To allow parents to observe the students'
performance as they engage in Menyama
Braya with peers from diverse religious
backgrounds at school.

Source: Analyzed Data (2024)

The results of this study found that the implementation of strategies and
activities that adopt the values of Menyama Braya allows for encouraging joint
efforts to foster an inclusive learning atmosphere, empathy and tolerance for
students. This is also a form of character education development and parental
involvement in meaningful activities. Menyama Braya values that emphasize
cooperation can be adopted in inclusive education activities in schools with the
aim of fostering collaboration among students from different social, economic and
cultural backgrounds including those with special needs. In an inclusive classroom,
cooperation between students is very important in order to create a learning
environment that supports each other (Bülbül, 2022; Dare & Nowicki, 2018).
Additionally, for inclusive classrooms to be implemented successfully,
cooperation between parents and educational institutions is crucial. As all
parents, including those of ordinary children and students with special needs in
the same classroom, must understand and support the educational experience
in an inclusive classroom, parental involvement is crucial (Mann, et al., 2024;
Tryfon et al., 2021). The successful adoption of inclusive classrooms will be
extremely difficult without parental support and a clear awareness of their role
in the process.
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4.5 The Implementation of Empathy and Tolerance Values
The findings show that educators have used a variety of strategies to foster
empathy and tolerance in students. This is revealed in the following, Table 6.
Table 6. Strategies for Developing the Students’ Empathy and Tolerance
No

Strategies for developing the
students' empathy and tolerance

Description

1.

Children-friendly way of
orientation about characteristics
of students’ special needs;

The school is dedicated to
recognizing differences and
incorporating them consistently while
fostering collaborations to promote
the Menyama Braya concept in all
collaborative activities.

2.

Involving students through
various buddy programs to teach
peers with special needs;

The teacher pairs students in a
mainstream class with their peers to
showcase specific tasks, facilitating
Menyama Braya's incorporation.

3.

Continuous and sustainable
implementation of character
education;

The school systematically and
continuously implements character
education to establish universal
compassion as the foundation for
practicing Menyama Braya.

4.

Rewarding students for their
kindness, empathy and tolerance.

Improvements are recognized and
celebrated to reinforce positive
character traits and assist children
in acknowledging their positive
attitudes while sustaining Menyama
Braya.

Source: Analyzed Data (2024)

Findings from the study show that the Balinese local value of Menyama
Braya, which means “living in harmony with others,” has been fully put into
practice through a lot of different programs. Cooperative efforts across diverse
groups, irrespective of their background disparities, have realized Menyama
Braya, promoting societal harmony and inclusivity.
Activities that respect cultural and socioeconomic differences demonstrate
empathy and tolerance in a multicultural environment. Empathy is fostered by
encouraging students to comprehend the viewpoints and experiences of their
peers through discussions, simulations, and collaborative projects, whereas
tolerance is cultivated by honoring cultural diversity and enforcing antidiscrimination policies. The two values promote harmony in the educational
environment, guaranteeing every student’s acceptance, value, and ability to
thrive without fear or discrimination.
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Engagement among students in an inclusive educational setting is crucial
for practicing meaningful Menyama Braya through fostering socialization,
reducing bullying, promoting acceptance, and developing empathy within the
student body. Researchers have identified effective strategies for cultivating
and enhancing students’ attitudes of empathy and tolerance through careful
observations and interviews in educational settings. This strategy adopts an
orientation that prioritizes the well-being and needs of children. The school
exhibits a strong commitment to recognizing and celebrating diversity, promoting
mutual understanding among students, and incorporating these principles
at every opportunity. Children can easily navigate the orientation process,
which fosters mutual respect and enhances understanding and acceptance.
The atmosphere of activities clearly demonstrates the implementation of
multicultural education and the promotion of collaborative concepts inherent
in Menyama Braya. Multicultural education functions as an essential and
inclusive framework for all students from which Menyama Braya is exercised.
This educational model opposes racism and discrimination within schools and
society, advocating for pluralism regarding ethnicity, race, language, religion,
economy, and gender, as reflected in students, their communities, and educators
(Raya et al., 2023), thereby promoting the practices of Menyama Braya.
Students with autism spectrum disorder (ASD) are included in programs
that also incorporate Menyama Braya methods. The buddy program, a specially
designed approach to help pupils with ASD, has been established by the school
with success. Through this program, students in general education classrooms
can connect with their special needs colleagues. Through the program, students
in mainstream classes are tasked with helping their colleagues with special
needs (ASD) do particular activities. The findings show that this program
has a purpose for students with special needs and has been successful in
developing and improving their comprehension and empathy. This result is
consistent with a study by Alqahtani and Murry (2015) who found that high
school students with behavioral and learning difficulties benefited socially
and academically from the Peer-Buddy Program. In addition, the school is
committed to promoting Menyama Braya values by implementing sustainable
character education through meaningful partnership. Incorporating character
education into the curriculum aims to develop and strengthen universal values
in students’ daily lives, which are the foundation of Menyama Braya.
A fundamental approach to fostering character education involves
recognizing and valuing students’ kindness, empathy, and tolerance. The school
acknowledges and commends advances in these domains to strengthen virtue
character and assist children in identifying affirmative dispositions. Empathy
and tolerance serve as essential pillars within the framework of Menyama Braya,
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particularly when considering the principles of inclusive education. Menyama
Braya cultivates a profound sense of community and mutual respect, essential for
nurturing empathy, comprehending, and sharing the emotions of others, as well
as embracing and appreciating diversity. These convictions manifest through
inclusive education, which ensures equitable opportunities for all students,
irrespective of their backgrounds or abilities. The students embody the essence
of Menyama Braya through the cultivation of empathy and tolerance within the
classroom, fostering a constructive and harmonious learning atmosphere that
honors diversity and nurtures cohesion. This finding aligns with Sariyatun and
Marpelina (2024) who affirm the importance of multicultural education and
inclusive public policy in promoting cross-cultural understanding and reducing
prejudice. Teachers inspire students to cultivate empathy and tolerance by
introducing and celebrating this commendable behavior.
This study reveals that the school employs various strategies to embody
the principles of empathy and tolerance, in alignment with the Menyama Braya
concept. The execution of the Menyama Braya concept has demonstrated its
efficacy in fostering and sustaining tolerance, as evidenced by the harmonious
coexistence and solidarity between Balinese Hindus and Muslims in
Pegamayaman Village, Buleleng, Bali (Bachtiar et al., 2022). The inhabitants of
that village embrace the Menyama Braya concept, holding a belief in familial
bonds that transcends their religious differences (Suadnyana, 2023). The school
provides orientation for both students and parents to delineate permissible
and impermissible behaviors, thereby fostering an environment that embodies
the principles of empathy and tolerance. The school additionally instructs
mainstream students in the art of supporting their peers with special needs.
This adheres to the Menyama Braya concept, which instructs all to consistently
assist those who are in need (Raya et al., 2023). Furthermore, by fostering an
understanding of inclusive classrooms from the outset, students with special
needs will experience a greater sense of comfort within the school environment.
The results derived from this study offer a comprehensive understanding
of how one can interpret and implement the universal values inherent in the
Menyama Braya local wisdom concept. This study’s findings provide examples
of effective practices in leveraging local wisdom to address challenges within
the educational sphere. The application of critical thinking and creativity
serves as an essential component in harnessing local wisdom and transforming
it into tangible solutions, particularly in the realm of inclusive education, a
goal that the school has successfully achieved. This finding is consistent with
research that suggests integrating inclusive education with local wisdom
enhances community awareness, enhances curriculum relevance, fortifies social
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support for children with special needs (Djafri et al., 2024), and encourages the
incorporation of the crucial Menyama Braya into daily school practices.
The bilingual environment of the school plays a vital role in exercising
Menyama Braya and fostering inclusive education in Bali, given the prevalent
use of English in global interactions and the tourism sector. Nonetheless,
the implementation of substantive English usage alongside students’ native
languages must be meticulously considered. The insufficient number of
educators equipped to fulfil both their linguistic and disability-related
requirements disadvantages English language learners with special educational
needs (Artiles & Ortiz, 2002).
The capacity to articulate in English enables students in Bali to engage
in communication on a wider scale, encompassing both local and international
contexts. The integration of English and Indonesian within inclusive education
through Menyama Braya-based activities at school significantly enriches students’
linguistic capabilities and facilitates access to a broader spectrum of knowledge.
Moreover, bilingualism equips children to tackle global challenges while
fostering an appreciation for and preservation of their local identity through
regional languages. This renders education in Bali increasingly inclusive,
modern, and attuned to global trends.
5. Conclusion
The study on inclusive education practices with Balinese local values of
Menyama Braya in a primary school in North Bali reveals significant insights into
how local values can enhance inclusive education. The findings demonstrate
that the bilingual school effectively integrates the Menyama Braya philosophy,
which emphasizes equality, cooperation, empathy, and tolerance, into its
inclusive education framework. Through strategic initiatives, the school fosters a
multicultural environment that respects and celebrates the diverse backgrounds
of its students. This implementation not only promotes social harmony but
also enhances the educational experience for all learners, including those with
special needs.
While this study provides valuable insights into effective practices for
inclusive education, it also highlights the need for further research across
multiple schools to validate and strengthen these findings. Expanding the
scope of research will help assess the broader applicability of Menyama Braya
principles in diverse educational settings, ensuring that strategies implemented
are effective and can be adapted to various contexts.

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Acknowledgments
The authors like to convey their appreciation to Ganesha University of
Education and the Centre for Research and Community Service for the support
and funding that facilitated this research. Appreciation is also extended to the
principal and educators at the school where the research was performed for all
the granted permits.
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Authors’ Profile
Ni Nyoman Padmadewi is a professor at Ganesha University of Education. She
finished her undergraduate degree in English education at Udayana University,
Denpasar, Bali, Indonesia. She earned a Master’s degree in Education from the
School of Education at Macquarie University, NSW, Australia, in 1993, and a
Doctorate degree in Linguistics from Udayana University, Denpasar, Bali,
Indonesia, in 2005. Padmadewi is also a consultant for curriculum designs
in teaching English for students with special needs and a reviewer for many
international journals. Email: nym.padmadewi@undiksha.ac.id
Made Sukma Adisetiawan Sukadana works at the Aura Sukma Insani (ASI)
Learning Centre in Bali, Indonesia. He has experience teaching special needs
students at a school in Melbourne, Australia. He holds a master’s degree in
education from Victoria University, Australia. Currently, he is actively involved
in special programs for children with autism spectrum disorder at several
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inclusive schools in Bali and has published his research findings in multiple
academic journals. Email: imadesukma93@gmail.com
Luh Putu Artini is a professor in English language education at Universitas
Pendidikan Ganesha, Bali, Indonesia. She earned her bachelor degree from
Udayana University, Bali (1987); master degree from La Trobe University,
Australia (1994), and Ph.D. in Education from Newcastle University, Australia
(2006). She attended a non-degree training on Bilingual Education in Leuven
Education College, Belgium (2009); and Early Literacy in Indiana University
(2010). Artini is a member of professional organizations, and an active
researcher and book author. She published her research articles in national and
international journals. Email: putu.artini@undiksha.ac.id
I Ketut Trika Adi Ana teaches at Ganesha University of Education. He got his
bachelor’s and master’s degrees in English language education from the Ganesha
University of Education. His research interest is in English language education,
linguistics, and inclusive education. He has published some articles in national
and international accredited journals. He has presented his research articles
at international conferences in English language education and linguistics in
Indonesia, Malaysia, Singapore, Thailand, Cambodia, the Philippines, Hong
Kong, and the UK. Email: adi.ana@undiksha.ac.id

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