MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT THROUGH PICTURE STORY IN ELEMENTARY SCHOOL
Risa Wismaliya1*, Kama Abdul Hakam2, Mubiar Agustin31S.Pd., Universitas Pendidikan Indonesia, wismaliyarisa@gmail.com
2Dr., M.Pd, Universitas Pendidikan Indonesia, kama.hakam@gmail.com
3Dr., M.Pd., Universitas Pendidikan Indonesia, mubiar@upi.edu *Corresponding author
Abstract
One model of learning in character education that uphoad constructive value is cognitive moral development (cmd). This model (cmd) has a characteristic syntax there 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 in the story. Students must choose one option from the two options presented. The choice is not about right and wrong but the focus point of the student’s reason what they chose. The choice of students in the moral dilemma shows the stages of moral development of students developed by kohlberg from the pre-conventional, conventional and post-conventional stages of which there are 6 stages. The study was conducted on 5th graders of elementary school. So that from 6 stages of moral development only 4 stages are used. Characteristics of elementary school children aged between 10-12 years including the concrete operational stage (Jean Piaget, 1983), so that the moral dilemmas that are served not only in the form of a flowing story dilematis but need a connection thoughts, that is through the picture. This study Illustrated images with moral dilemmas will be presented with some images that delegated the meaning purpose of the story to facilitate students in digesting the meaning of the story content of moral dilemmas. There are 3 situations that are presented in one moral dilemma story. First picture is introduction story which describe the situation in school / home / play environment). Second picture there is situation of dilemma conflict. Third picture that is picture of "confusion" as symbol of dilemma between choosing two choices.The finding of this study that is after the students read the illustrated story with moral dilemma then the students fill out the evaluation sheet in the form of Diffining Issue 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 were treated through pictorial story media and with control classes that were not treated. 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.
| FULL TEXT PDF |  |