Between knowledge and action was not always the case that the high positive correlation (Surakhmad, 1980: 9) pertumbuhandan the continuation of knowledge towards an attitude and behavior is a psychological process impossible. An individual who at any given time was reprehensible acts do not always because he did not know that the act was reprehensible, or not in accordance with the norms of society.
Doing something physical is a form of behavior is easily seen and measured. But behavior does not consist of a not always easily addressed, except indirectly, for example, through words or actions that allegedly can describe the mental attitude, even indirectly, even sometimes quite difficult to draw precise conclusions
For more details will be described below, and understanding the interconnections between values, morals and attitudes, and its influence on behavior.
1. Understanding and interrelationship between values, morals and attitudes and influence behavior
Value of life is normal prevailing in society, such as customs and etiquette (Sutikna, 1988: 5). Manners, customs, and habits and values contained in Pancasila is the life values that guided a person in his capacity as an Indonesian citizen in his relations with countries and with fellow citizens, whether he was a farmer or a space expert, whether he was male or female, whether she was a leader in government or whether he was a private citizen, whether he was Muslim or any other variety, as an Indonesian citizen he should be guided by these values, as well as teenagers.
The values contained in Pancasila, which includes the principle of fair humanity and civilized, among others:
a. Acknowledging degree equation, equal rights and equal obligations between fellow human beings
b. Develop an attitude of tolerance and
c. Not arbitrarily against others, dare to stand for truth and justice, etc..
How do those values and morals?
Is the doctrine of moral good and bad deeds moral behavior, obligations, and so on (Purwadarminto, 1957: 957) in the set of moral deeds are judged good and needs to be done. And an act which was considered not good and should be avoided. Related moral ability to distinguish between acts that right and wrong. Thus, the moral is the control of behavior bertigkah
In connection with the practice of values, the moral is the attitude control and behave in accordance with the values of life in question. For example in the practice of life values: tolerance, in the manner a person would always consider feelings of others, not "all me" he could distinguish right actions from wrong.
The values of life as the norm in society always comes to matters of good and bad, so do with morals. In this case the flow Psikoanolisis no distinction between the moral, norms, and values (Sarlito, 1991: 91) all according to Freud's concept embodied in the concept of the superego. Own superego in Freud's theory is part of the soul that serves to control the ego's behavior so as not to conflict with the public.
Meanwhile, according growled, physics is generally defined as the willingness of individuals to react to something that (Mappiare, 1982: 58). Related attitudes and motives underlying the behavior of a person's behavior can be predicted what can happen and will be done if it had known manner. The attitude has not is an act or event, but a tendency (predisposition) behavior. So the attitude is a readiness to react to objects in a particular environment as an appreciation of the object.
Thus, the linkage between values, morals, attitudes and behavior will appear in the practice of values. In other words, the values need to known in advance, then lived and driven by moral, will form new attitudes toward those values and ultimately the behavior manifested in accordance with the values in question.
2. Characteristic Values, Moral and Young Attitude.
The values of life and further, needs to be internalized by the youth is not limited to customs and etiquette course, but jjuga set of values that terkandun in Pancasila, such as religious values, the values of humanity. And prikeadilan, aesthetic values, ethical values and intellectual values in the forms in accordance with the development of adolescents.
The extent to which young people can practice the values that have informed or exemplified to them? For this purpose need to be reviewed adolescent moral development.
One task of development must be controlled teenagers are learning what is expected by the group from him and then prepared to form a behavior to fit social expectations or the community without the continued guided, supervised, encouraged, and dancam suffered punishment as a child-ana time. Teenagers are expected to change the moral concepts and generally accepted merusmuskannya into akkan moral code serves as a guide for behavior. Michel summarizes the five basic change in the moral should dilaukan by teenagers (Istiwadayanti translation hulock et al, 1980: 225) as follows:
a. Moral vision more and more individuals become more abstract.
b. Moral beliefs more focused on what is right and less on what is wrong. Justice emerged as the dominant moral force
c. Moral judgments become more cognitive. This encourages more daring teens to take decisions on moral issues that it faces
d. Moral judgments become less egocentric
e. Moral judgments are psychologically become more expensive in the sense that moral judgments are emotional material and emotional strain.
According Furter (1965) (in Monks, 1984: 252) is the moral life of the subject problemati in adolescence. So it is important to review the development of this morality start from the time the child was born, to be able to understand why even in adolescence, it occupies a very important place.
From the results of the investigation, the investigation suggests eman Kohlberg stage (stage) of moral development is universally applicable in a particular order and there are three levels of moral development according to Kohlberg, the level of:
a. Prakonvensional
b. Conventional
c. Post-Conventional
Each level consists of two stages, so that overall there are six stages (stage) which develops gradually with a fixed sequence. Not everyone reaches the final stage of moral development
In the zero stage, children think well what is in accordance with the requests and desires. After this stage comes:
Level I: Prakonvensional, which consists of stage 1 and 2
In stage I, child-oriented to obedience and punishment, the child considers good or bad on the basis of its effects. Children only know that the rules set by the powers that are not written in stone, he must think or if not, will receive punishment.
In stage II, applies the principle of relativistic - Hedonism. At this stage, children are no longer absolutely dependent on rules outside themselves, or ditentukkan by others, but they sasdar that every event has several aspects. Jari is relativism. This relativism means that depending on one's needs and ability (hedonistic). For instance stealing chickens from hunger. Arena acts "steal" to meet their needs (hungry), then mencuru regarded as a moral act, even though the act of stealing itself is known as the wrong deeds because there is a consequence, the penalty.
Level II: Conventional
Stage III, regarding the orientation of a good kid. At this stage, children begin to enter the teenage years, where the child shows the orientation of the acts that can be judged good or bad by others. Society is a source of determining whether a person works well or not. Being "nice boy" is still very important in this stadium.
Stage IV, the stage of maintaining social norms and authority. At this stage demonstrated good deeds a person not only to be accepted by their communities, but aims to be able to participate to maintain the rules or social norms. So good deed is an obligation to participate in the implementation of rules there are, in order not chaos.
Level III: Post-Konversional
Stage V, is an orientation phase of the agreement with anatara her social environment. At this stage there is reciprocal relationship between him and the social environment, with the community. Someone must show duty, must comply with the demands of social norms because otherwise, the social environment or the community will give him protection.
Originality teenagers also appear in this case. First, teens are still going strictly regulated by the general laws higher. Although there your heart has begun to speak, but still penilainnya assessment arises from the heart that has truly internalized, which often appear in a rigid attitude.
Stage VI. Taha is called a universal principle. At this stage there are norms of conduct in addition to personal and subjective norm. In a relationship and agreement between the person with the people there are subjective elements to assess whether an act is good or not good. Subjectivism means there is a difference between an appraisal with others. In this case, the ethical element will determine the hell to do and good to do, or vice versa. Teenagers held that moral penginternalisasian teen doing behavioral moral behavior driven by their own inner responsibility. The level of conventional moral development must be achieved pacsa during adolescence.
According Furter (965) being a teenager means to understand the value - the value (Monk's 1984: 257). Understanding these values does not mean just get the sense it but can also run it / remove it. This further means that the teenager was able to internalize moral judgments, making it as personal values. To further penginternalisasian these values will be reflected in the attitudes and behavior.
3. Which affect the development Faktorfaktor values, morals, and attitudes
Just like any other development, the development of values, morals, and attitudes are influenced by various factors.
Based on a number of research results, development of values internalization occurs through identification with the people whom he considered as a model. For children ages 12 and 16 years, the ideal images that are identified are those sympathetic adults, friends, famous people, and the things that created his own ideal.
For the psychoanalyst's moral development is considered part of the process of internalization of the norms of society and viewed as a maturation of organic biological angle. According to psychoanalysis morals and values embodied in the concept of the superego. Superego is formed through the internalization of prohibitions or orders coming from outside (especially from parents) so that eventually dispersed than in older people) so that eventually dispersed daridalam yourself. Therefore, the people who do not have a harmonious relationship with their parents in childhood, mamu is not likely to develop a strong superego, so that they could be people who break the norms of society.
Other theories of non-psychoanalytic thought that relationship-parent children are not the only means of moral formation. The psychologists believe that the people themselves have an important role in moral formation. Controlled behavior caused by the control of the community itself which has its own sanctions for offenders-offenders (Sarlito, 1992: 92)
In forming business behavior as a reflection of the values of certain life turns out that environmental factors play an important role. Among all the elements that influence the social environment, which seems very important is the element of human-shaped environments directly known or encountered by a person as the embodiment of certain values. In this case the closest social environment consists mainly of those who served as the education and cultivation. The more clearly the attitude and the nature of the environment of certain life values and morals also played a strong influence to establish (or negate) the appropriate behavior.
The theory of moral development proposed by Kohlberg suggests that moral attitudes are not the result of socialization or the lessons learned from the habits and other matters related to the value. Culture. Stages of moral development occurs from spontaneous activity in children (Singgih G. 1990: 202). Children are developing through social interaction, but this interaction has a khsus pattern in which personal factors, the child facto in shaping the activities involved. In moral development, Kohlberg stated that there were stages that took place the same in every culture. Phasing is proposed instead of a specific moral stance, but rather applies to the underlying reasoning process. The nature of moral reasoning according to Kohlberg, its development is influenced by the development of reason, as suggested by Piaget in. The higher one's level of reasoning according to the stages of development Piaget, the higher the level of one's morals.
4. Individual Differences in Development of Value, Moral, and attitude.
Moral sense and values in children age 10 or 11 years is different with children older. In children there is the assumption that the rules are certain and absolute because given by an adult or a God that can not be changed again (Kohlberg, 1963). Understanding to know the moral aspects of children larger, more flexible, and relative, he could offer or ask to change something if the rule is approved by everyone.
For some teenagers and adults who terhahambat reasoning or less developed. Stage of moral development is on prakonversional stage. At this stage one has not really know apalaghi accept the rules and expectations of society. In the earliest stages, they are only guidelines to avoid punishment. As for those who can reach the second level of understanding that already exists to meet their own needs person must also think about the interests of others.
According to Kohlberg, cultural factors influence the moral development, there are a variety of stimuli received by the children and this affects the tempo of moral development. Not just about sooner or later stages of development achieved, but also about the limit of stages that can be achieved. Individual differences can also be seen in a particular cultural background.
In the daily reality there salalu gradations in the intensity of individual appreciation and practice of certain values. Whatever these values. For example the understanding of concepts and values of tolerance, when compared with the attitudes and behavior in relation to tolerance allows us to place individuals in a single continuum.
a. Tip of the left, we grouped individuals almost or completely no idea about the concept and value of tolerance and therefore does not act properly ditinjay of the concept of tolerance.
b. Rightmost tip of individuals who have both knowledge and behavior, reflecting the appreciation of the value tolerance highly convincing.
Between two extreme end of this, we classified individuals who have varying levels of understanding and showing various forms of behavior, so the line is filled entirely continuum. From this activity, can also be understood that there are individual differences in understanding the values and morals to support attitude and behavior is so, there may be individuals or teenagers who do not achieve the development of values, and attitudes as well as the expected behavior for him.
5. Efforts to develop values, Moral, and Attitudes of Youth and Education Organization of implementation in
Embodiment of values, morals, and attitudes do not happen by itself. The process through which a person in the development of values given is a process not yet fully understood by experts (Surakhmad, 1980: 17) what is happening in one's private self can be approached only through indirect methods, namely by studying the symptoms and such behavior, and compare it with the symptoms and behavior of others. Among the psychological processes that are difficult to understand is the process of occurrence and the values terjelamanya intellectually, followed by the reception of these values, and that would grow in oneself so strong that the whole way of thinking, behavior, and attitude toward everything in outside itself, not only marked but also animated by these values.
Therefore, there is the possibility that there are individuals who know about things remain the value of knowledge. Not all individuals reach the level of moral development as expected, then we are faced with the problem of guidance, as for the efforts that can dilaukan in developing moral values, and attitudes of adolescents are:
a.
In prior communications with the provision of information about values and morals. Children do not passively listening to an adult how one should behave in accordance with the norms and moral values, but children must be stimulated to be more active. Should be no attempt to follow the adolescents included in several conversations and decision making in the family, whereas the peer group, youth participate actively in determining the responsibility and decisions as well as groups.
School teens should be allowed to participate to develop the moral aspects of group work for instance, that he learned not to do something that will harm others because it is not in accordance with the values or moral norms.
We know that the values of life are learned need one chance to be accepted and diresapkan before becoming an integral part of one's behavior. And we know also that the values learned life really did develop when they have been linked in the context of life together
b. Climate achieve a harmonious environment
Someone who learned the value of certain life and morals, then managed to have the attitude and behavior as a reflection of the value of life is generally a person who lives in a positive environment, always honest and consistent support form if the behavior is a reflection of the value of life. This berari among others, that the behavioral development efforts of life values should not only prioritize the approaches purely intellectual but also menggutamakan of a conducive environment in which environmental factors itself is a concrete embodiment of the values of life. Because the environment is a factor that is wide enough and very varied, it seems to notice is the closest social environment mainly consists of those who serve as educators and supervisors of parents and teachers.
The teenagers often be critical, oppose the values and the basics of life of parents and other adults. This does not mean they will reduce the need for a fixed value system and provide security to the teenager. They still want a value system that will be hold and guide for their behavior. Therefore, parents and teachers and other adults need to provide models or examples of behavior that embodies the values championed
For teenagers, the moral is a separate requirement because they are in need pediman or instructions in order to find their own way. The guidelines also to develop her identity, to a mature personality and avoid the role conflicts that always happens in this transition period.
Religious values require attention, because religion also teaches good behavior and bad, so psychologically referring to religion included in the final.
Finally, should also be noted that a more environment are invited, invite, or give a chance, will be more effective than the environment marked by the restrictions and regulations which restrict all.
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