From tradition to tolerance: Menyama Braya as a model for multicultural education in Islamic boarding schools
Abstract
This study analyses the integration of local wisdom values, particularly the Menyama Braya philosophy, into the educational curriculum of Pondok Pesantren Bali Bina Insani (BBI), focusing on its role in fostering religious tolerance and interfaith harmony in a multicultural society. A qualitative case study method was employed, involving semi-structured interviews with teachers, students, and community members, passive observations of daily activities, and document analysis of curriculum and related materials. Data were analyzed thematically using the Miles and Huberman model, with triangulation for credibility and validity. The findings reveal that BBI's holistic curriculum, Kurikulum Hidup dan Kehidupan (The Curriculum of Life and Living), integrates cultural elements such as the use of Balinese language in teaching Islamic texts and fostering interfaith social interactions through activities like community service (gotong royong). Including Hindu teachers and collective engagement in community-based events strengthened students' tolerant and inclusive character. Integrating local wisdom values, particularly Menyama Braya, into educational practices effectively addresses diversity and promotes harmony between Muslim and Hindu communities. The integration of Menyama Braya in BBI demonstrates how Islamic boarding schools can adapt local wisdom to cultivate moderate Islamic education models. This model can serve as a framework for other Islamic educational institutions to foster interfaith dialogue and cooperation in multicultural settings. This study provides an innovative and practical example of how local cultural values can be synergized with Islamic education to address societal challenges, offering a replicable model for promoting tolerance and harmony in diverse societies. It bridges gaps in existing literature by highlighting the application of local wisdom in shaping inclusive educational environments and advancing interfaith cooperation.
Downloads
References
Arjawa, I. G. P. B. S., & Zulkifli, Z. (2021). The social integration of Hindu and Muslim Communities: the practice of “Menyama-Braya” in Contemporary Bali. Studia Islamika, 28(1), 149-178. https://doi.org/10.36712/sdi.v28i1.10914
Arsal, T., Setyowati, D. L., & Hardati, P. (2023). The inheritance of local wisdom for maintaining peace in multicultural society. Journal of Aggression, Conflict and Peace Research, 15(2), 137-151. https://doi.org/10.1108/JACPR-01-2022-0673
Aryati, A., & Suradi, A. (2022). The implementation of religious tolerance: study on Pesantren Bali Bina Insani with Bali hindus communities. Jurnal Ilmiah Peuradeun, 10(2), 471-490. https://doi.org/10.26811/peuradeun.v10i2.646
Balint, P. A. (2010). Avoiding an intolerant society: why respect of difference may not be the best approach. Educational Philosophy and Theory, 42(1), 129-141. https://doi.org/10.1111/j.1469-5812.2008.00470.x
Banks, J. A. (2010). Multicultural education: issues and perspectives. Wiley.
Blumer, H. (1969). Symbolic interactionism: perspectives and methods. Prentice Hall.
Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773
Frounfelker, R. L., Frissen, T., Vanorio, I., Rousseau, C., & d’Haenens, L. (2019). Exploring the discrimination–radicalization nexus: empirical evidence from youth and young adults in Belgium. International Journal of Public Health, 64(6), 897-908. https://doi.org/10.1007/s00038-019-01226-z
García, O. (2011). Bilingual education in the 21st century: a global perspective. Wiley-Blackwell.
Goffman, E. (1959). The presentation of self in everyday life. Doubleday Anchor Books.
Guadarrama, I. (2000). The empowering role of service learning in the preparation of teachers. In C. R. O’Grady (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 131-150). Routledge. https://doi.org/10.4324/9781410606051-15
Halafoff, A. (2018). Interfaith youth in Australia: a critical reflection on religious diversity, literacy, and identity. In L. Kühle, J. Borup, & W. Hoverd (Eds.), The critical analysis of religious diversity (pp. 230-251). BRILL. https://doi.org/10.1163/9789004367111_015
Hammack, D. C. (2016). Researching policy for nonprofit organizations: a brief observation on dilemmas created by conflicting values. Nonprofit Policy Forum, 7(1), 49-55. https://doi.org/10.1515/npf-2015-0037
Huda, M., Nor Muhamad, N. H., Isyanto, P., Muhamat, R., Marni, N., Ahmad Kilani, M., & Safar, J. (2020). Building harmony in diverse society: insights from practical wisdom. International Journal of Ethics and Systems, 36(2), 149-165. https://doi.org/10.1108/IJOES-11-2017-0208
Ipgrave, J. (2004). Including pupils’ faith background in primary religious education. Support for Learning, 19(3), 114-118. https://doi.org/10.1111/j.0268-2141.2004.00332.x
Kementerian Agama. (2024). Jumlah Pondok Pesantren Menurut Tipe. https://shre.ink/qG7Q
Kew, D., & Kwaja, C. M. A. (2022). Religion and peacebuilding in Nigeria. In J. Mitchell, S. R. Millar, F. Po, & M. Percy (Eds.), The wiley blackwell companion to religion and peace (pp. 143-154). Wiley. https://doi.org/10.1002/9781119424420.ch12
Khalfaoui, M. (2014). Madrasa: the history of the transmission of knowledge in the Islamic world and beyond. Schweizerische Zeitschrift Fur Religions- Und Kulturgeschichte, 108, 449-464.
Malik, J. (Ed.), (2007). Madrasas in South Asia. Routledge. https://doi.org/10.4324/9780203936573
Miles, M. B., Huberman, A. M., & Sadaña, J. (1994). Qualitative data analisys: a methods sourcebook. Arizona State University.
Ngiu, Z., Laila, N. Q., Panai, A. H., Yunus, R., & Cuga, C. (2023). Strengthening civic education in a multicultural school: a local wisdom approach. Eurasian Journal of Educational Research, 108, 213-228. https://doi.org/10.14689/ejer.2023.108.012
Nysanbayeva, A. (2020). Social aspects of youth religious culture as a factor of social stability in Kazakhstan and Russia: comparative analysis. Central Asia and the Caucasus, 21(4), 131-141. https://doi.org/10.37178/ca-c.20.4.13
Prihatmojo, A., Sartono, E. K. E., Hamkah, M., Syarif, I., & Kismoro, T. W. (2024). Perceptions of pedagogy lecturers and students regarding the manifestation of local wisdom values. Journal of Ecohumanism, 3(3), 439-450. https://doi.org/10.62754/joe.v3i3.3358
Raihani. (2011). A whole-school approach: a proposal for education for tolerance in Indonesia. Theory and Research in Education, 9(1), 23-39. https://doi.org/10.1177/1477878510394806
Rasyid, A., Lubis, R. F., Hutagalung, M. W. R., Lubis, M. A., Nor, M., & Vinandita, A. (2023). Local wisdom recognition in inter-ethnic religious conflict resolution in Indonesia from Islah perspective. Juris: Jurnal Ilmiah Syariah, 22(1), 13-26. https://doi.org/10.31958/juris.v22i1.8432
Rice, K., & Pollack, S. (2000). Developing a critical pedagogy of service learning: preparing self-reflective, culturally aware, and responsive community participants. In C. R. O’Grady (Ed.), Integrating Service Learning and Multicultural Education in Colleges and Universities (pp. 225-242). Routledge. https://doi.org/10.4324/9781410606051-20
Salam, N., & Lapele, F. (2020). The cultural symbol of Akkorongtigi in the wedding tradition of Makassar Society. Wawasan: Jurnal Ilmiah Agama Dan Sosial Budaya, 5(2), 179-190. https://doi.org/10.15575/jw.v5i2.8317
Sarah, F. M., Ilmiawan, I., Afandi, A., Ali, I., & Sidik, M. D. H. (2023). Preserving tradition and celebrating the prophet: an ethnographic study of the Mbelu’ Pandang Tradition West Sumbawa, Indonesia. Religious: Jurnal Studi Agama-Agama Dan Lintas Budaya, 7(2), 177-188. https://doi.org/10.15575/rjsalb.v7i2.23668
Setara Institute. (2023). Toleransi Siswa Sekolah Menengah Atas (SMA). Pustaka Masyarakat Setara.
Shaeffer, S. (2019). Inclusive education: a prerequisite for equity and social justice. Asia Pacific Education Review, 20, 181-192. https://doi.org/10.1007/s12564-019-09598-w
Singha, R., & Singha, S. (2023). Faith and culture in education: fostering inclusive environments. In J. DeHart (Ed.), The Role of Faith and Religious Diversity in Educational Practices (pp. 149-172). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-9184-3.ch007
Sleeter, C. (2018). A framework to improve teaching in multicultural contexts. Education and Self Development, 13(1), 43-54. https://doi.org/10.26907/esd13.1.05
Supriyanto, A. (2024). A Unique Relationship Between Indonesia and the Holy See on Interfaith Cooperation. Revista de Gestão Social e Ambiental, 18(2), e06552. https://doi.org/10.24857/rgsa.v18n2-113
Susanto, T. (2025). Ethnography of harmony: local traditions and dynamics of interfaith tolerance in Nglinggi Village, Indonesia. Asian Anthropology, 24(2), 146-150. https://doi.org/10.1080/1683478X.2024.2434988
Verkuyten, M. (2018). Religious fundamentalism and radicalization among muslim minority youth in Europe. European Psychologist, 23(1), 21-31. https://doi.org/10.1027/1016-9040/a000314
Wisarja, I. K., & Sudarsana, I. K. (2023). Tracking the factors causing harmonious Hindu-Islamic relations in Bali. Cogent Social Sciences, 9(2). https://doi.org/10.1080/23311886.2023.2259470
Wölfer, R., & Foroutan, N. (2022). Plurality resistance: effects on intergroup relations and the mediating role of stereotypes. International Journal of Intercultural Relations, 87, 42-50. https://doi.org/10.1016/j.ijintrel.2022.01.005
Yasin, Y., & Mantu, R. (2021). Unfulfilled guarantees: impacts of law and regulations concerning inter-religious relations on religious freedom in Indonesia. Mazahib, 20(1), 169-192. https://doi.org/10.21093/mj.v20i1.3113
Zainuddin, M. F. (2023). When tradition meets modernity: the adaptation of Bajau Community in Malaysia Amidst sociocultural transformation. Journal of Contemporary Rituals and Traditions, 1(1), 1-10. https://doi.org/10.15575/jcrt.220
Copyright (c) 2026 Usep Dedi Rostandi, Busro Busro
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
DECLARATION OF ORIGINALITY AND COPYRIGHTS
I declare that this article is original and has not been submitted for publication in any other national or international journal, either in part or in its entirety.
The copyright belongs exclusively to the authors. The licensing rights used by the journal are the Creative Commons Attribution 4.0 (CC BY 4.0) license: sharing (copying and distributing the material in any medium or format) and adaptation (remixing, transforming, and building upon the material thus licensed for any purpose, including commercial purposes) are permitted.
It is recommended that you read this link for more information on the subject: providing credits and references correctly, among other crucial details for the proper use of the licensed material.
