Cakrawala Pendidikan
Jurnal Ilmiah Pendidikan
Vol. 44 No. 1, February 2025, pp.248-257
https://journal.uny.ac.id/index.php/cp/issue/view/2822
DOI: https://doi.org/10.21831/cp.v44i1.59155

Internalization of Ngaben ceremony values in history learning to
enhance students' cultural literacy and social attitudes
I Wayan Mudana1*, I Wayan Widiana1, Made Ferry Kurniawan2
1
University Pendidikan Ganesha, Indonesia
2
Universitas Gadjah Mada, Indonesia
*Corresponding Author: wayan.mudana@undiksha.ac.id
ABSTRACT
This study aims to analyze the impact of internalizing the values of the Ngaben ceremony in history learning
on students' cultural literacy and social attitudes. The research employs a quantitative approach using a
quasi-experimental design. The study adopts a posttest-only control group design and was conducted in
senior high schools in Buleleng Regency, Bali Province, with a total population of 547 students. The sample
was selected using a random sampling technique, resulting in 61 students divided into experimental and
control groups. Data collection was carried out using a questionnaire method. Cultural literacy was
measured using a cultural literacy questionnaire, while social attitudes were assessed through a social
attitude questionnaire. The data were analyzed quantitatively using descriptive and inferential statistical
methods. Hypothesis testing was conducted using Multivariate Analysis of Variance (MANOVA). The
results indicate that the F-values for Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, and Roy’s Largest
Root were 12.710, with a significance value of 0.000 (lower than the significance threshold of 0.05). These
findings suggest a significant simultaneous difference in cultural literacy and social attitudes between
students who received history instruction incorporating the values of the Ngaben ceremony and those who
did not. Various components supporting the Ngaben ceremony demonstrate its strong association with
cultural activities, enhancing students’ cultural literacy. The essence of the Ngaben ceremony lies in its
educational values, which can be instilled in students to shape their social attitudes.
Keywords: Ngaben ceremony; cultural literacy; social attitudes; history learning
Article history
Received:
29 April 2024

Revised:
23 June 2024

Accepted:
17 September 2024

Published:
25 January 2025

Citation (APA Style): Mudana, I. W., Widiana, I. W., & Kurniawan, M. F. (2025). Internalization of
Ngaben ceremony values in history learning to enhance students' cultural literacy and social attitudes.
Cakrawala
Pendidikan:
Jurnal
Ilmiah
Pendidikan,
44(1),
248-257.
DOI:https://doi.org/10.21831/cp.v44i1.59155

INTRODUCTION
Elementary schools serve as institutions to prepare students with comprehensive
knowledge and skills. Furthermore, elementary education functions as a preparatory stage for
students to advance to higher levels of education (Erawati et al., 2021; Ishartono et al., 2021;
Palavan et al., 2016; Widikasih et al., 2021). The fundamental goal of elementary education is to
shape students' strong character (Marini et al., 2021; Pratama et al., 2021; Syahrial et al., 2021;
Winarni et al., 2021). Thus, the learning system in schools must be well-prepared to foster
students' optimal development. Elementary education is expected to produce high-quality human
resources capable of contributing to national development (Kanji et al., 2020; Prasetyo et al.,
2020). Schools play a crucial role in shaping competent human resources by equipping students
with essential daily life knowledge, skills, and attitudes (Astuti et al., 2020; Liao et al., 2021;
Safitri et al., 2021). Moreover, students develop expertise and characteristics that serve as a
foundation for adulthood. Teachers are pivotal in fostering students' competencies (Hatch &
Clark, 2021; Mustaqim et al., 2021). History education is particularly significant among the
various subjects taught in elementary schools. The primary goal of history education is to nurture

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a well-educated younger generation with wisdom and prudence (Alfin, 2019; Nashar, 2015;
Nurcholif et al., 2021). Furthermore, history learning is critical in enhancing students' cultural
literacy and social attitudes.
However, in practice, many schools overlook history education at the elementary level.
Previous studies have revealed that history learning focuses predominantly on a chronicle-based
approach, compelling students to memorize historical events (Kamisa, 2016; Purwati & Nugroho,
2018; Rosana, 2014; Supriadi et al., 2018). Additionally, research findings indicate that history
teachers continue relying on conventional teaching methods, negatively affecting students'
comprehension (Nashar, 2015; Safirah et al., 2020; Utomo & Muntholib, 2018). Such
shortcomings in history education led to student boredom and an inability to grasp the values
embedded in historical narratives. Properly conducted history education can cultivate students'
cultural literacy and social attitudes. Prior research has highlighted the low level of students'
cultural literacy (Subhan et al., 2021; Tantri & Dewantara, 2017), attributed to their lack of
understanding and sensitivity toward their cultural environment (Nurjannah et al., 2020; Subhan
et al., 2021). Additionally, research findings reveal that many students exhibit low social attitudes,
such as a lack of tolerance and a weak sense of community (Pasek et al., 2018; Sutarto, 2017).
To address these challenges, one proposed solution is the introduction of local cultural
traditions, particularly the Ngaben ceremony, in history learning. The internalization of Ngaben
in history lessons can enhance students' cultural literacy and social attitudes. Literacy is the ability
to access and comprehend information intelligently through listening, reading, writing, and
speaking (Bennett et al., 2018; Lestari & Siskandar, 2020; Vaughn & Fisher, 2020). Students with
strong cultural literacy are expected to understand and respond to cultural heritage as an integral
part of national identity (Colombi, 2015; Ochoa & McDonald, 2019). Cultural literacy is an
essential skill for students in the 21st century, given Indonesia's diverse ethnic, linguistic, and
religious landscape (Helaluddin, 2018; Nurjannah et al., 2020; Tohani & Sugito, 2019; Yuki,
2020). The internalization of the Ngaben ceremony provides an effective means to improve
students' understanding of cultural literacy.
The Ngaben ceremony is a traditional Hindu Balinese funeral rite involving the cremation
of the deceased. Theologically, Ngaben serves the purpose of restoring the physical elements of
the human body to their natural state (Arsana et al., 2015; Segara, 2020). Additionally, it is
regarded as a spiritual purification ritual, marking the soul's transition to the next stage in its
cosmic journey. In Balinese Hinduism, the Ngaben ceremony involves various ritual elements
essential for its execution. These elements underscore Ngaben's significance not only in
theological terms but also in its cultural and sociological dimensions (Arsana et al., 2015; Ernatip,
2019; Paraswati et al., 2021). The essential components of the ceremony include: 1) Pepaga – a
platform for bathing the deceased; 2) Jempana – a structure used to transport the body from home
to the cremation site; 3) Tragtag – a ladder-like structure for elevating the body onto the jempana;
4) Petulangan Lembu – a symbolic bull-shaped sarcophagus for the cremation process.
The symbolism and ritualistic significance of Ngaben firmly position it within Balinese
cultural traditions. Preserving such traditions is crucial, as they embody cultural capital,
legitimizing values, social norms, and communal practices (Sulistyawati, 2020; Tambak &
Sukenti, 2017; Yuniarni et al., 2020). The Ngaben ceremony and its preparatory activities convey
educational values that can be instilled in students to foster social attitudes. Cultural activities
encompass emotional and affective dimensions, which can be integrated into students' character
development (Astiti et al., 2017; Sahara & Silalahi, 2022; Sulistyawati, 2020). The integrative
essence of culture fosters social practices that require individuals to align with communal values
(Ahsani & Azizah, 2021; Nopiantari & Agung, 2021; Widyanti, 2015). The cultural values
embedded in the Ngaben ceremony contribute to social foundations, as the ritual necessitates
extensive community involvement. Families conducting a Ngaben ceremony receive support
from neighbours, reinforcing collective cooperation and solidarity. Such cultural practices impart
lessons on community integration within the Hindu Balinese society.
The core values of the Ngaben ceremony—cooperation, responsibility, and collective
decision-making—contribute to students' mental and social development. These values nurture
students' soft skills and align with character education. Integrating Ngaben into history learning
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helps students appreciate the ethical values of cultural traditions (Aditya Dharma, 2019; Aisara et
al., 2020; Widodo, 2020). Additionally, prior research suggests that ethical values derived from
contextual learning experiences significantly enhance students' social attitudes (Ahsani & Azizah,
2021; Nopiantari & Agung, 2021). The importance of instilling social attitudes in students has
been widely recognized (Pasek et al., 2018; Pudjiastuti, 2020; Soraya et al., 2019).
Despite the rich cultural and educational potential of the Ngaben ceremony, research on its
integration into history learning remains limited. Thus, this study aims to analyze the impact of
integrating the Ngaben ceremony into history learning on students' cultural literacy and social
attitudes.

METHOD
The study on the internalization of Ngaben ceremony values in history learning employs a
quantitative research approach with a quasi-experimental research design. The study adopts a
posttest-only control group design, as illustrated in Figure 1. This design has two groups: an
experimental group and a control group. The experimental group receives history learning that
incorporates the values of the Ngaben ceremony, whereas the control group undergoes history
learning without the integration of Ngaben values.
This research was conducted in senior high schools in Buleleng Regency, Bali Province,
with a total population of 547 students. The sampling process employed a random sampling
technique, resulting in a sample size of 61 students divided into two classes: the experimental
group (31 students) and the control group (30 students).
Table 1. Research design
Group
Experimental Group
Control Group

Treatment
X
-

Post-test
Y1
Y3
Y2
Y4

Note: X: History learning that internalizes the values of the Ngaben ceremony; Y₁: Cultural literacy score in the
experimental group; Y₂: Cultural literacy score in the control group; Y₃: Social attitude score in the experimental group;
Y₄: Social attitude score in the control group

The questionnaire method was used as the data collection technique in this study. Cultural
literacy was measured using a cultural literacy questionnaire, while social attitudes were assessed
through a social attitude questionnaire. The dimensions/indicators measured in each questionnaire
are presented in Table 1. Both instruments underwent validity and reliability testing. Instrument
validity was assessed using the Content Validity Ratio (CVR)/Content Validity Index (CVI)
formula, which confirmed that both instruments met the validity criteria based on the CVR/CVI
formula. Reliability analysis yielded a coefficient of 0.980 for the cultural literacy questionnaire,
which was categorized as very high reliability, and 0.898 for the social attitude questionnaire,
which was also classified as very high reliability.
Table 2. Dimensions or indicators of research instruments
Variable
Cultural Literacy

Sikap Sosial

Assessment Dimensions/Indicators
Understanding of cultural diversity/local wisdom
Understanding the complexity of local culture/wisdom
Understanding of local cultural values/wisdom
Concern for local culture/wisdom
Honesty
Discipline
Responsibility
Tolerance
Collaboration
Manners
Confident

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The data in this study was analyzed quantitatively with descriptive and inferential analysis
methods. The hypothesis testing in this study uses the Multivariate Analysis of Variance
(Manova) technique, which is preceded by testing the prerequisites for analysis, which includes
a data distribution normality test, variance homogeneity test, multivariate homogeneity test, and
multicollinearity test. The analysis process was carried out using the IBM SPSS Statistics 21.0
for Windows program.

FINDINGS AND DISCUSSION
Findings
The results of descriptive analysis of cultural literacy score data and social attitudes are
presented in Figure 1.

Social Attitudes

106,8
117,39

Cultural Literacy

64,53
75,68
0

20

40
Control Group

60

80

100

120

140

Experimental Group

Figure 1. Comparison of average cultural literacy and social attitude scores
Based on the descriptive analysis results presented in Figure 1, it can be interpreted that
there are differences in the mean scores of cultural literacy and social attitudes. The experimental
group demonstrated higher average scores in cultural literacy and social attitudes than the control
group.
The normality test using the Kolmogorov-Smirnov test indicated that all data followed a
normal distribution, as evidenced by Sig. > 0.05. Subsequently, homogeneity testing was
conducted through two analyses: Levene’s Test of Equality of Variances – to assess the
homogeneity of variances. Box’s Test of Equality of Covariance Matrices – to assess the
homogeneity of multivariate covariance.
Both tests confirmed that the data were homogeneous (Sig. > 0.05). The next assumption
test, multicollinearity testing, revealed no multicollinearity issues between the cultural literacy
and social attitude data, as indicated by Variance Inflation Factor (VIF) and Tolerance values.
Since all prerequisites for MANOVA analysis were met, hypothesis testing using MANOVA was
conducted. The results of the MANOVA analysis are presented in Table 3.
Table 3. Results of multivariate analysis (Manova)
Effect
Value
F
Pillai's Trace
0.997
11497.896
Wilks' Lambda
0.003
11497.896
Intercept
Hotelling's Trace
396.479 11497.896
Roy's Largest Root 396.479 11497.896
Pillai's Trace
0.305
12.710
Wilks' Lambda
0.695
12.710
Group
Hotelling's Trace
0.438
12.710
Roy's Largest Root 0.438
12.710

Hypothesis df
2.000
2.000
2.000
2.000
2.000
2.000
2.000
2.000

Error df
58.000
58.000
58.000
58.000
58.000
58.000
58.000
58.000

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Sig.
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000

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The Effect Group data presented in Table 3 shows an F value for Pillai's Trace, Wilks'
Lambda, Hotelling's Trace, and Roy's Largest Root of 12,710 and shows a significance value of
0.000 (smaller than the significance limit, which is 0.05). This shows a significant difference in
cultural literacy and social attitudes between students who are given treatment in the form of
history learning that internalizes the values of the Ngaben ceremony. Furthermore, the partial
influence on cultural literacy and social attitudes is presented in Table 3
Table 4. Results of partial influence analysis
Source

Dependent Variable

Corrected Model

Cultural Literacy
Social Attitudes
Cultural Literacy
Social Attitudes
Cultural Literacy
Social Attitudes
Cultural Literacy
Social Attitudes
Cultural Literacy
Social Attitudes
Cultural Literacy
Social Attitudes

Intercept
Group
Error
Total
Corrected Total

Type III Sum of
Squares
1893.398
1708.862
299720.021
766256.796
1893.398
1708.862
4384.241
4592.155
306860.000
773951.000
6277.639
6301.016

df

Mean Square F

1
1
1
1
1
1
59
59
61
61
60
60

1893.398
1708.862
299720.021
766256.796
1893.398
1708.862
74.309
77.833

Sig.

25.480
0.000
21.955
0.000
4033.419 0.000
9844.866 0.000
25.480
0.000
21.955
0.000

Based on the cultural literacy data in Table 4, the F-value was 1893.398, with a significance
value of 0.000 (<0.05). This result indicates a significant difference in cultural literacy between
students who received history learning that internalized the values of the Ngaben ceremony and
those who did not. Furthermore, students exposed to history learning incorporating the values of
the Ngaben ceremony demonstrated higher average cultural literacy scores than those not.
Additionally, Table 4 presents an F-value of 1708.862, with a significance value of 0.000
(<0.05) for social attitude data. This finding confirms a significant difference in social attitudes
between students who received history learning integrating the values of the Ngaben ceremony
and those who did not. The students in the experimental group exhibited higher average scores in
critical thinking skills and social attitudes compared to the control group, further reinforcing the
positive impact of incorporating Ngaben ceremony values in history education.
Discussion
Based on the data analysis results, the following conclusions can be drawn: First, the
internalization of Ngaben ceremony values in history learning effectively enhances cultural
literacy. Improving cultural literacy is crucial for elementary school students, fostering a sense of
responsibility, patriotism, and tolerance toward others (Helaluddin, 2018; Tohani & Sugito, 2019;
Yuki, 2020). These findings align with previous research, which suggests that cultural literacy
enhances students’ understanding of tolerance and differences (Ahsani & Azizah, 2021; Yuki,
2020). This contributes to realising a multicultural society with strong social awareness
(Shliakhovchuk, 2021; Tohani & Sugito, 2019).
The internalization of Ngaben values in history education helps students recognize Balinese
culture as a national identity. Cultural literacy is essential in protecting local and national
traditions while shaping national character. The Ngaben ceremony encompasses numerous values
that students can practically apply. Prior research has indicated that culture is an ethnographic
structure that shapes students' character, fostering their sensitivity in social interactions
(Kurniawan, 2021; Rachmawati et al., 2018; Silkyanti, 2019).
One of the most prominent values derived from the Ngaben ceremony is budi pekerti (moral
virtue), which can be observed in the practice of ngayah. Ngayah is a communal activity where
community members voluntarily assist in preparing ceremonial offerings without expecting
material compensation. This practice embodies sympathy, empathy, and tolerance, serving as
moral support for grieving families. High levels of tolerance and solidarity contribute to the
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formation of strong character (Juwita et al., 2018; Nafsia et al., 2020; Saputro, 2020). Second,
internalising Ngaben ceremony values in history learning also effectively enhances students’
social attitudes. Elementary school students require strong social attitudes to adapt successfully
to their surroundings (Chotitham & Wongwanich, 2014; Setiawan et al., 2020; Uge et al., 2019).
Therefore, fostering social attitudes from an early age is essential.
The social values embedded in the Ngaben ceremony include cooperation, responsibility,
and empathy. The cooperative aspect of the ceremony is evident in the mebat procession, which
involves various community members, each contributing their expertise to the ritual. The value
of responsibility is also reflected in this process, as every participant knows their role and duties
in the ceremony. This highlights the significance of cultural values in education, as collaboration
in cultural practices fosters problem-solving skills and collective social awareness (Bofill-Herrero
et al., 2022; Hossain & Tarmizi, 2013; Juwita et al., 2018). The value of cooperation also develops
leadership skills and motivates students to strive for excellence (Collinson et al., 2021; Mize &
Glover, 2021; Tian & Virtanen, 2021). Strengthening student cooperation helps reinforce their
relationships with their environment and enhances social sensitivity.
The spirit of cooperation is also reflected in making ceremonial tools, such as bale gumi,
tragtag, lembu, and jempana. Preparing these ceremonial items requires community participation,
making the process time-consuming (Arsana et al., 2015; Segara, 2020). Through this
collaborative effort, individuals recognize their importance within the social community.
Elementary school students should understand that teamwork facilitates the completion of tasks,
highlighting the role of collaborative learning in constructivist pedagogy (Fitriani et al., 2021;
Yuliyanto et al., 2018).
Additionally, responsibility as a cultural value plays a crucial role in character-building.
Previous studies indicate that responsibility fosters students’ character development
(Gildersleeve, 2019; Horn & Veermans, 2019; Misco, 2018). The internalization of responsibility
helps students understand that everyone has competencies, roles, and ethical obligations in
fulfilling their duties.
The findings of this study suggest that the internalization of Ngaben values in history
learning positively impacts students’ cultural literacy and social attitudes. Students can promote
social justice and equity through multicultural awareness, fostering solidarity based on active
social engagement. The consistency of these values can guide the development of a strong social
structure, encouraging mutual respect among individuals.

CONCLUSION
The internalization of Ngaben ceremony values in history learning effectively enhances
elementary school students' cultural literacy and social attitudes. Various components supporting
the Ngaben ceremony indicate its close association with cultural activities, thereby improving
students' cultural literacy. The essence of the Ngaben ceremony lies in its educational values,
which can be instilled in students to foster social attitudes.
The internalization of Ngaben ceremony values in history learning positively impacts
students' cultural literacy and social attitudes. Students can promote social justice and equity
through multicultural awareness, fostering solidarity based on active social engagement. The
consistency of these values can guide the development of a strong social structure, encouraging
mutual respect among individuals.

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