Intervensi Teori Perkembangan Moral Lawrence Kohlberg Dalam Dinamika Pendidikan Karakter

Abstract

<p> </p><p>Pendidikan karakter sangat berperan dalam membentuk kepribadian siswa sebagai agen perubahan. Banyak pendidik tidak memahami hubungan yang sangat tertutup antara moral dan karakter. Selama ini pendidik hanya mengaktualisasikan konsep pendidikan karakter sebagai produk yang siap digunakan oleh siapa saja, kapan saja dan kepada setiap orang tanpa mendalam memahami teori dasar yang mendasari lahirnya konsep. Selain itu, tahap perkembangan moral peserta didik berpartisipasi dalam proses pencapaian sukses dampak besar dari pendidikan karakter. Tulisan ini diharapkan memberikan wawasan pendidik untuk mampu memahami terutama keberadaan aspek moral dan perkembangan, sehingga melalui pemahaman ini, mereka akan mendapatkan teknik pendidikan karakter yang efektif dan memiliki relevansi dengan peserta didik. Kajian ini menggunakan metode penelitian kepustakaan. Hasil dari pembahasan didapatkan bahwa pendidik perlu memahami konsep Lawrence Kohlberg pada tahap perkembangan moral, pendidik perlu menerapkan tiga komponen utama pendidikan karakter yang meliputi moral yang mengetahui, perasaan moral, dan perilaku moral sebanding dengan aspek moral dan perkembangan.</p><p><strong>Kata kunci: pendidikan, karakter, pengembangan, moral</strong></p><p><em>IN</em><em>TERVENTION OF LAWRENCE KOHLBERG’S MORAL DE- VELOPMENT THEORY IN THE DYNAMICS OF CHARACTER EDUCATION. Character education is very important in forming the students’ personality as agents of change. Many educators do not understand the closed relationship between the moral and character. During this period, educators only actualize the character educational concept as a product that is ready to be used by anyone, anytime and to any person without deeply understanding the basic theory underlying the birth of the concept. Moreover, the learners’ moral development stages participate in the process of achieving a big impact success of character education. This article is expected that educators could comprehend especially the existence of moral and developmental aspects, so that through this understanding , they will get an effective character educational techniques and have relevance to the learners. This study uses library research. Te result of this study is that the educators need to understand the Lawrence Kohlberg concept on moral developmental stages, educators are able to implement the three main components of character education.</em></p><p><em>Keywords: character, education, moral, </em><em>dev</em><em>e</em><em>lo</em><em>pm</em><em>en</em><em>t</em></p><p><strong><br /></strong></p>

Penanaman Karakter Kewirausahaan Di Pesantren Tebuireng

“…Dalam konteks teori Kohlberg yang juga menyoroti "tingkatan penilaian lembaga" (level of institutional valuing) (Nida, 2013), Pesantren Tebuireng saat ini berada pada level 1, yaitu instrumental extrinsic valuing. Artinya, Pesantren…”

Moral Thought of Early Childhood in Perspective Lawrence Kohlberg

“…Achieving goals in forming characters from various psychological aspects will succeed and will have a very influential role in giving color to a child's life. One aspect that supports the perspective of children or students' moral development can be known by understanding the moral aspects that can contribute input in achieving the character education process (Khoirun Nida, 2013).…”

“…Because justice is a significant recognition of the same level and position and become the most basic and general measuring tool. Ensuring freedom of belief is used justice as a principle, historically and based on the psychological reality of one's development used in the concept of morality (Khoirun Nida, 2013). This stage is called hierarchical integration.…”

“…Each problem must choose two conflicting values and expose the subject to a problematic solution. Perpetrators are expected to be able to solve a problem and provide arguments for solving problems that they think are correct (Khoirun Nida, 2013).…”

“…Focusing on children's skills in respecting the rules that become the nation's tradition is a fundamental orientation of the implementation of the 2013 curriculum, which is to develop honest character, order, and obligation. The curriculum contains some of the main behaviors of a person, namely spiritual, social, and skill behavior, all of which are implementations of the 2013 curriculum in schools where the value of these attitudes is beneficial for shaping Indonesian children who have complete character (Khoirun Nida, 2013) student perspectives, building empathy, encouraging discussion, enriching students' perspectives and thinking abilities, and learning to make the right decisions.…”