MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT IN ELEMENTARY SCHOOL

IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 10, April 2018 MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT IN ELEMENTARY SCHOOL Kama Abdul Hakam Dr. M.Pd., Universitas Pendidikan Indonesia, INDONESIA, Abstract Cultural traditions of value education in Indonesia are taught through value transmission, whereas humans have the potential to develop value not only receive value. So in addition beside of value transmission there is another model of learning, this is constructive value or value development. This model will be born rational people in thinking and maturing in action. The process is through moral judgment by choosing, frizing, acting or behaving. Then it is realized through mediation of moral dilemmas and role-taking. The moral dilemma is in one of the syntax of moral cognitive-based learning models. Where the students are faced one dilemma situation that must be chosen. The choice is not about right or wrong, but the reason behind that choice. This Cognitive Moral Development model can be tested through the Defining Issues Test (DIT) by James Rest to find out the stages of moral development of elementary school. Beside through moral dilemmas, moral development in elementary schools can be conducted through Role taking in Just Community School. This school of fairness provides the natural atmosphere of the same position between teachers and students. Students feel completely alive and always face a dilemmatic situation that they must play. Furthermore, the moral development conducted through peers in elementary school. At the elementary school stage, students are taught the values transmission, but it should not be sustained and neglected other potential, that is developing value, because students will grow up to have the personality from all the things he learned from time to time. This study expected the students not only accept the moral values inherited because it will made a good person or obedient but not resistant to temptation, but also the students able to develop the value to be a good person and mature in making decision. Keywords: Cognitive moral development, moral dilemma, just community school, peer group. 1. INTRODUCTION The background of this research is originated from the importance of the use of cognitive moral development in moral education in elementary schools. It departs from the two human potentials in values education, there are as a value recipient and as a value developer. "Human as a creature which have potential for value can be viewed on two sides, first is the potential to bring value to himself, second the potential to increase his degree of worth" Hakam & Nurdin (2016, p.3). However, the reality in Indonesia about value education only uses the culture of value transmission (value inheritance), and lacks of value development, it can be seen from the micro strategy and macro strategy of character education in Indonesia. http://ijaedu.ocerintjournals.org 6 IJAEDU- International E-Journal of Advances in Education, Vol. IV, Issue 10, April 2018 In macro terms, character education by Indonesia ministry of national education implements three strategies: First through top-down interventions in the form of socialization, regulation, capacity building, implementation and cooperation, monitoring and evaluation; second explore practical experience in the field (bottom-up), the third is revitalization program. From these three strategies can be integrated into "teaching and learning activities, cultural development of educational units, cultivation and extracurricular activities and daily activities at home and community" (Education Policy Strategy of National Education Capacity: 2011). Concerning the value education that must be taught since elementary school, Althof, Wolfgang, Berkowitz, Marvin W (2006, p.4) says the important goal of character education in a democratic society is "Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. Character education process must go through the process of intervention and habituation (Dasim Budimansyah: 2010). Intervention is a process of character education which is conducted 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. However, character education conducted in schools will not be maximized without working with the family and surrounding communities. Therefore, the school should increase cooperation with parents through the school committee. Not only that, the government also plays an important role even print and electronic media contribute and give a big influence on the formation of a child's character today. In line with Uswatun Qoyyimah's thought, 2016 an International journal states "The character education policy required all teachers, to instil certain values in every lesson whilst the schoolbased curriculum reform permitted teachers to develop locally responsive curriculum content”. In this case the government according to its portion is required to support the character education movement by issuing policies that support the growth of student behavior attitude that reflects the characteristic values of the nation. In the micro character education in school and at home can be reached by five strategies (Kusnadi, 2013, p.54). These five strategies include; the cultivation of moral knowledge, creation of the environment (habituation), conditioning, reinforcement and modeling. The cultivation of moral knowledge through give the advices to instill the character value to serve knowledge, awareness, love toward good values. Creation of the environment or habituation is the process of internalizing the value of a character not only limited to knowledge and awareness, but evolves into an already automatic behavior within oneself. Control is related to habituation because of this control as an effort to control the goodness values are carried out continuously and improve in case of behavioral deviation. Punishment and reward, this process is also associated with habituation and control, where the values that are known to be accustomed when there is strengthening when behave in accordance and get punishment when deviant. And exemplary is a process of strengthening the internalization of character values to be strongly stuck in a person, by seeing the environment, especially teachers and other school residents behave in accordance with the values of goodness, automatically the children will follow. Implementation of character education in the curriculum as programmed Strengthening Character Education presidential decree No.87, 2017 on Strengthening Character Education that is in the implem (...truncated)