MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT THROUGH PICTORIAL STORY IN ELEMENTARY SCHOOL

IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 10, April 2018 MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT THROUGH PICTORIAL STORY IN ELEMENTARY SCHOOL Risa Wismaliya1*, Kama Abdul Hakam2, Mubiar Agustin3 1 S.Pd., Universitas Pendidikan Indonesia, INDONESIA, Dr., M.Pd, Universitas Pendidikan Indonesia, INDONESIA, 3 Dr., M.Pd., Universitas Pendidikan Indonesia, INDONESIA, *Corresponding author 2 Abstract One of learning model in character education that raised constructive value is cognitive moral development (cmd). This model (cmd) has a special characteristic syntax, which is moral dilemma. The moral dilemma is made by the teacher in a dilemma story that is presented to the student as a stimulus to make students feel in a dilemmatic situation. Students must choose one option from two options presented. The choice is not about right and wrong but focus on point of the student’s reason what they chose. The students’ choice in the moral dilemma shows the stages of students’ moral development that developed by kohlberg from the pre-conventional, conventional and post-conventional stages, which have 6 stages. The study was th conducted on 5 graders of elementary school, so that only 4 stages applied of 6 stages of moral development. Characteristics of elementary school student between 10-12 years classified as concrete operational stage (Jean Piaget, 1983), it’s result the moral dilemmas that are displayed not only in the form of a flowing dilemmatic story but need a connection thoughts through the picture.The pictorial story contain with moral dilemmas will be displayed with some pictures that repserent the meaning purpose of the story to facilitate the students in digesting the meaning of the story moral dilemmas content. There are 3 situations that are presented in one moral dilemma story. First picture is introduction story which describe the situation (at school / home / play environment). Second picture is contains of dilemma conflict situation which directing to the third picture, it’s "confusion" as a symbol of dilemma between choosing two choices.The finding of this study is after the students read the pictorial story with moral dilemma then the students fill out the evaluation sheet in the form of Defining Issues Test (essay closed) from James Rest to know their level of moral development (stage 1-4). This method of research used experiments with classes that are given treatment through pictorial story media and control classes that are not given treatment. The results of this study indicated a higher change in the students' moral reasoning rather than control class. Keywords: Cognitive moral development, moral dilemmas, pictorial story, stage of moral development. 1. INTRODUCTION Based on some researchs in Moral Education, it shows that the importance of guidance and moral development of students from an early age in the form of construction model value, as developed by Cognitive Moral Development model initiated by Lawrence Kohlberg (1958 and 1975; Hakam, 2008a, http://ijaedu.ocerintjournals.org 77 IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 10, April 2018 Hakam, 2017b; Setianingsih, 2017), because the tradition of fostering the character of students who have been done in the Indonesian schooling through the approach of value transmission, that is the inheritance of value through model training, modeling, conditioning and habituation only foster certain character of the character that is getting the child to accept and implement the values noble is taught, so that learners are directed to be a person who is obedient, disciplined, and submissive. However, such learners are particularly vulnerable when confronted with value conflicts, individuals who receive such character education are often unable to resist temptation and ultimately take erroneous action because their moral considerations are rarely honed. Therefore, Character Education rooted in Durkheim's sociological thoughts should be juxtaposed together with Moral Education which is rooted in Piaget's psychological thoughts which emphasizes moral cognitive development. (Snarey in Nuccy, 2008). The results of Setiyaningsih dissertation (2017) study recommends the need for creative teachers in developing the Cognitive Moral Development model in Elementary Schools in preparing moral dilemmas that are more suited to the cognitive development stages of the students because the use of a moral dilemma with a purely moral dilemma story is less able to significantly increase moral judgment. In line with the results of this study, Samuelson's (2007) study showed that discussion-based curriculum utilizing film cliches containing the moral dilemma of popular Hollywood films resulted in a significantly increased moral judgment compared with non-participating students. In line with the findings of this study Hakam (2017) recommends the need to research how the development of moral dilemmas as a medium of moral learning in elementary school students who think is still in concrete phase so that the original moral dilemma hypochesis hypothesis becomes more factual in the form of picture story dilemma. 2. LITERATURE REVIEW Reality in Indonesia in value education uses only value transmission culture (inheritance value), and less value development, it can be seen from micro strategy and macro strategy of character education in Indonesia. (Hakam, 2017) In macro terms, character education by Kemendiknas implements three strategies: First through top-down intervention in the form of socialization, regulation, capacity building, implementation and cooperation, monitoring and evaluation; both explore practical experience in the field (bottom-up); the third is revitalization program. Character education process must go through the process of intervention and habituation (Dasim Budimansyah: 2010). Intervention is a process of character education that is done formally, packaged in learning and learning interaction (Learning and intruction) is deliberately designed to achieve the goal of character building by applying a variety of structured learning (Structured learning exsperiences) to include two impacts as well as the impact of instructional (instructional effect) and nurturant effect. Character education in school and at home can be achieved with five strategies (Kusnadi, 2013, p.54). These five strategies include; the cultivation of moral knowledge, creation of the environment (habituation), conditioning, reinforcement and modeling. Thus, the macro and micro strategy of Character Education in Indonesia uses a tradition of value transmission, which emphasizes inheritance, training, habituation and modeling. This value transmission model is very important in cultivation the value but it is not sufficient enough to prepare the next generation of moral successors. Therefore, it’s required a education model that can sharpen and improve moral consideration of student (...truncated)