Perkata interpreted the teachings of morality, nature or behavior. Thus the doctrine of moral decency means. Morality is something about kesusialaan. Medium, ethics is a science that talks about human behavior, human action is good and the bad. (Ethics and Phylosophy the study of human conduct with emphasis on the determination of right and wrong one of the normative sciences)
According to a deed ethika law was assessed at 3 levels:
* Semasih not born to be doing, so still a plan in his heart; intentions
* After that was a real act = character
* Result or outcome of the action was good or not = good
Variable achievement of the intention or the intention itself is as follows;
* Well intentioned but not how to achieve good
* The goal is not a good way of achieving it (apparently) well
* The goal is also a good way to achieve good
The first way illustrates that there is something violent. objective problems which need not be discussed again because obviously both yag votes now is how to achieve it. The second way evil purposes, but acquire it seemed a good way. This illustrates that the fair was not pursued, but not well covered by the cunning deceit, fraud.
2.2 Theory of Moral Development
2.2.1 Piaget's Theory
In his book The moral judgment of the Child (1923) Piaget claimed that children's moral conscience develops from one stage higher. Questions melatar backs on Piaget observations is how the human mind becomes more and more respect for the rules. He approached the question from two angles. First awareness of the rules (the extent to which legislation is considered as a limitation) and the second, the implementation of the rules. Piaget observed children playing marbles, a game commonly done by children around the world and the game was rarely formally taught by adults. Thus the game has rules that are rarely or even not at all no adult intervention. And through the ages the development orientation of the development of attitudes developed Itupun heteronom (bahwasannya regulation comes from other people) to be autonomous in 9 of the self. At this stage children heteronom that menggangap regulations enacted and comes from him is not something to be obeyed, respected, followed and adhered to by players. In the autonomous stage, the children think that perauran-regulation is the result of mutual agreement between the players.
The children at the youngest age to the age of 2 years of play activities with what is, without rules and without any proper thing for them obey. They are without a motor activity led by the mind. At this stage merepa not aware of the coercive regulation, or coercive and must be adhered to. Regulatory implementation activities in the children at that age is a motor activiy.
Children aged between 2 to 6 years they have started to notice and even imitate the way kids play bigger than they are. At this stage the children have started to realize the existence of regulatory and compliance that have been made from outside itself and must be obeyed and can not be contested. At this stage children tend to be egocentric, they would look "very wrong" if the rules had changed and was violated. And he imitates what he sees solely for his own sake, do not know that play is an activity carried out by other children. So even if the play is done with the same but actually they are playing as individuals, its own by doing the pattern and the way they believe themselves. Implementation of an egocentric stage of transition from purely individualistic stage to stage games that are social.
Children 7-10 years of age went from pleasure psychomotor solely to the pleasure gained from competition with friends to play with the following rules that apply and be approved together. Although actually do not understand will rule until the smallest thing but a desire to work together with friends to play is great. Children want to understand the rules and play with each following the rules. At this stage the nature heteronom gradually become autonomous.
At the age of 11 to 12 years children's ability to begin to develop abstract thinking. At the age of that age, codification (determination) rules are considered necessary. Sometimes they are even better interest in regulatory matters than running his own game.
2.2.2 Kohlberg's theory
Piaget's theory and an inspiration to Kohlberg. It is to be a teacher anymore Kohlberg studies on argumentation and the development of the child's own arguments. Through research done for 14 years, Kohlberg then able to identify 6 (six) stages of moral reasoning which is then divided into three levels.
1. Pre-Conventional stage
At this stage the child has a responsive nature of the regulations and good and bad seal, the seal is only interpreted with physical and hedonistic (based on the good and bad, likes and dislikes) about the evil punished if well rewarded. Children at this age is also interpreted in terms of good or evil power that rules of origin was given, parents, teachers and other adults. At this stage consists of two tahpan namely:
a. Punishment and obedience orientation. The physical consequences of actions determine the pros and cons of action to avoid punishment and blindly obedient to the ruling diangga valuable in itself.
b. Instrument-relativist orientation. As a result of this stage assume that the right action is action that can be a means to satisfy their own needs and sometimes also the needs of others. Human relations are considered as the trading relationship in the market. You sold me to buy, I'm fun for you, then you have to please me.
2. Conventional Level (level Conventional)
At this stage pursue the realization of family expectations or the value in itself. Children are not only willing to compromise, but loyal to him, trying to create an active, showing the order and tried to create an active, supporting the order and try to identify those who seek social order. Two stages in this stage are:
a. Stage interpersonal corcodance or "good boy-nice girl" orientation. Behavior, the better the behavior that makes other people happy or to help others and who approved them. To be accepted and approved others one must apply "sweet". People trying to make him normal like other people generally behave. Behavioral intention although sometimes differ from the implementation was already taken into account, for example, people who steal for his son who almost died berintensi considered good.
3. Stage law and order, orientation. Authority rules that have been defined and the maintenance of social order upheld in this phase. The behavior is correct, if one did his duty, respect for authority and maintaining social order.
4. Postoonventional Level (level of after conventional)
At this stage an individual trying to get the formulation of moral values and trying to formulate the principles of legitimate (valid) and that can be applied to either the principle of authority that comes from people or groups which. Stages are:
a.. Social contract orientation. In this stage the wrongs defines an act of individual rights norms dsan tested in the community. Realized that the values bersiat relative, it is necessary to attempt to reach a consensus together.
b. The universal ethical principle orientation. Correct wrong actions are determined by a decision of conscience votes heart. Accordance with ethical principles espoused by the person concerned, the principle that ethical principles are avstrak. At the core ethical principles is the principle of justice, equal rights, human rights, respect for the dignity (value) as a private man.
In the process of moral development with six stages reasoning such berlakulan following propositions:
1. Moral development occurs sequentially from one stage to the next.
2. In the moral development of people do not understand how to think from the stage more than two stages above.
3. In moral development, a person cognitively tertari on ways of thinking from one stage above their own stages. Children from 2 phase 2 was attracted to the stage 3. based on this kohlber believe that moral reasoning can and may be developed.
4. In moral development, development will only occur if created a cognitive diequilibrium on students' self. Someone who is established in a particular stage should be left alone so that she was cognitively stimulated to rethink the principles that have been held. If he remains serene and still in the stages themselves, there can be no development.
2.3 FACTORS MEMPEGARUHI DEVELOPMENT
1. Heredity
2. Environment (family functioning, parent relations, social economy, schools / education, and peers)
2.4 DEVELOPMENT ASPECTS
1. Physical development (Nerve, Muscle, Endocrine Glands, physical structure)
2. The development of intelligence.
3. Development of Emotion.
4. Development of Language.
5. Social development.
6. Personality development.
7. Moral development.
8. Development of Religious Consciousness
2.5 The development of moral values
Moral development associated with the rules and regulations about what should be done by people in interacting with others. Child development experts to learn about how children think, behave and aware of these rules. Interest in how the moral development experienced by the child making an intensive Piaget observed and conducted interviews with children from 4-12 years of age.
There are two kinds of studies conducted by Piaget on the moral development of children and adolescents:
1. Conduct observations of a number of children playing marbles, while learning how they play and think about the rules of the game.
2. Asking the children questions about the ethical rules, such as stealing, lying, punishment and justice.
Implications for Education
A social system of the earliest attempt to cultivate the value system, morals, and attitudes to children is the family. This is driven by the desires and expectations of parents who are strong enough so that children grow and develop into individuals who possess and uphold the noble values, able to distinguish between good and evil, right and wrong, who should and should not be done, and has the attitude and behavior admirable.
Efforts to develop values, morals, and attitudes are also expected to be improved effectively ¬ developed in the school environment. Lately, because of the widespread lack of adolescent behavior upholds the values, morals, and a positive attitude then apply another character education in schools. Determination of graduation of students, not only based on academic achievement alone but must be associated with the manners of the students. A weakness in the education system today is that we rarely or almost never-nilui formulating core values (core values) and the fundamentals in detail and explained that later become the foundation for all educational practices.
A series of interesting research done by Blatt and Kohlberg (1995) showed that pedagogical efforts to stimulate more limited moral development process can also have a significant impact on children. Practice is to form groups, each of which has 10 students, meeting twice a week for three months to discuss various moral dilemmas. Most students in the class proved his moral development progresses nearly a full point. A substantial change for a short period. Moreover, students who have progressed after 12 weeks still showed the progress a year later than the group of students who never had the experience of moral dilemma discussions.
Moral discussion procedures used by different Blatt is generally carried out by teachers. Moral discussion procedure using what is called the term "conflict-induced cognitive" (cognitive-conflict induction) on the moral issues and provide exposure to the stage of thinking that was actually in the stage of thinking of students,
Implications for the education of Blatt research is that teachers should help students seriously considering a variety of real moral conflict, thinking about how to considerations that are used in solving a conflict of moral ¬, saw inconsistencies way of thinking, and finding ways to overcome them. To be able to do so, teachers must understand students 'levels of thinking and adapt to communicate with the upper level, focusing on students' reasoning process, and help students resolve conflicts that can be delivered to the realization that the next stage would be more appropriate.
In addition to classroom discussions about moral dilemmas, Kohlberg (1995) also suggested that extended into a discussion about real life.
Furthermore, Kohlberg (1995) provides an illustration of the application of the main principles of stimuli associated with the environment on the process of moral development. The main principle is a conception of the increase in participation opportunities and making social roles.
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