Tri Hita Karana-Based Deradicalisation Learning and Reconstruction of the Menyama Braya Culture Effect on Students' Social Thinking

Abstract

Radicalism among students has emerged as a pressing issue that threatens social harmony and cultural sustainability in Indonesia. While schools, as primary agents of civic education, are expected to cultivate resilience against radical ideologies. This study aims to analyse the impact of Tri Hita Karana-based deradicalisation learning and the reconstruction of the Menyama Braya culture on students’ social thinking. Tri Hita Karana, a Balinese philosophical framework emphasizing harmony between humans and God (parahyangan), humans and fellow humans (pawongan), and humans and nature (palemahan), provides a moral-spiritual foundation for deradicalization education. Meanwhile, Menyama Braya, a cultural practice rooted in solidarity and brotherhood, serves as a socio-cultural reconstruction strategy that strengthens communal bonds in a plural society. This quantitative explanatory research involved 230 elementary school students in Bali selected through purposive sampling. Data were collected via Likert-scale questionnaires and analysed using Structural Equation Modelling with SmartPLS. The results indicate that Tri Hita Karana-based deradicalisation learning (β = 0.421, t = 4.562, p < 0.001) and the reconstruction of Menyama Braya culture (β = 0.397, t = 4.118, p < 0.001) have positive and statistically significant effects on students’ social thinking. These findings confirm that integrating spiritual values from Tri Hita Karana and sociocultural solidarity, as embodied in Menyama Braya, meaningfully enhances students’ empathy, critical reasoning, and resilience against radical ideologies. These findings underscore the importance of local wisdom-based educational approaches in combating radical ideologies and promoting multicultural values in Indonesian schools.