THEORETICAL STUDY: MORAL DEVELOPMENT (STUDENTS)

Fika Safitri

Islamic Education Psychology Concentration

Department of Interdisciplinary Islamic Studies
Faculty of Postgraduate UIN Sunan Kalijaga Yogyakarta

Vikasafitry97@gmail.com

Abstract

Moral is human behavior based on good and bad with the foundation of values
and norms that apply in society. Moral development is a development related to
rules and conventions about what humans should do in interactions with other
people.Children when born have no morals (immoral). But in him there is a moral
potential that is ready to be developed. Therefore, through his experiences
interacting with other people (with parents, siblings, peers or teachers). The child
learns to understand which behavior is good, which can be done and which
behavior is bad, which cannot be done.
Keywords: Moral, moral development.

PRELIMINARY
According to (Hook, 1999) moral is generally defined by psychologists as the
attitudes and beliefs possessed by someone who helps that person to decide what
is right and wrong. Furthermore, Hook (1999) states that the concept of morality
itself is influenced by the rules and cultural norms in which a person is raised, so
that it is internalized in that person. Morality is not part of the "standard
equipment" when a person is born, because someone is born without morals. As
an effort to better understand moral development and an effort to have the ability
to measure the stages of moral development. In this article, we try to examine
relevant theories about moral development, especially for students.

RESEARCH METHODS
 This research method is conducted with qualitative descriptive, in this paper
the researcher uses library research or digs up data from the Research Library to
enrich the scientific knowledge of the moral development of students.

RESULTS AND DISCUSSION

A. Definition of Moral Development

Moral development is a development related to rules and conventions about

what humans should do in their interactions with other people (Santrock, 1995).
According to Desmita in her book "Psychology of student development, 2019",
moral development is the behavioral changes that occur in a child's life with
regard to the rules, habits, customs, or standard values that apply in social groups.
Children when born have no morals (immoral). But in him there is a moral
potential that is ready to be developed. Therefore, through their experiences of
interacting with other people (with parents, siblings, peers or teachers), children
learn to understand which behavior is good, what is permissible and which
behavior is bad, which should not be done. Every human being has a natural
disposition to be able to distinguish what is good and what is bad, things that are
considered right or wrong. Humans are born, have been equipped with moral
potential, then morals develop according to human development when interacting
with other people, because basically moral development itself occurs through
human experience in interaction.

In studying the development of moral attitudes of school age students, Piaget

(Sinolungun, 1997) suggests three stages of moral development according to
studies on the rules of children's play. Piaget divides development into 3 phases,
namely: 1. Absolute phase, children appreciate the rules as something that cannot
be changed, because they come from the authority they respect. Here, the child
without using the ratio by obeying the rules given by the authority to avoid self-
punishment. 2. Reality phase, children adjust to avoid rejection of others.
Regulations are deemed changeable, because they come from joint formulation.
They agree on honest and mutually agreed changes, and feel responsible for
complying with it in order to be accepted into the group. 3. The subjective phase,
children pay attention to motives / intentions in assessing behavior. At this stage
the child can use the ratio or thoughts by assessing behavior on the basis of
goals.Moral development is affectedfreeing oneself from dependence on parents,
increasing interaction with others and making contact with other views. With
expanded interactions, children are increasingly able to understand other people's
views and share the rules for a moral life together.

B. Theory of Moral Development:

Psychoanalytic Theory of Moral Development

In describing moral development, psychoanalytic theory divides the structure

of the human personality into three, namely the id, ego and superego. Id is a
personality structure consisting of irrational and unconscious biological aspects.
Ego is a personality structure consisting of psychological aspects, namely a
subsystem of ego that is rational and conscious, but has no morality. The superego
is a personality structure consisting of social aspects containing a value and moral
system, which really takes into account the "right" or "wrong" of something.
These three personality subsystems influence individual moral development and
behavior. The incompatibility between personality subsystems, in id which has
personal interests, namely drives that must be fulfilled while the super ego
represents norms, community values and culture. The mismatch between the id
and the super ego results in a person having difficulty adjusting, feeling
dissatisfied and anxious and having an attitude or behavior that is not in
accordance with existing norms and values. In order to match the personality
subsystems in moral development, this subsystem plays the role of the ego,
namely to bridge the id and super ego.

According to Freud's classical psychoanalytic theory (Desmita, 2019: 259),

everyone experiences eodipic conflict. This conflict will result in the formation of
a personality structure that Freud calls the superego. When the child overcomes
this eodipic conflict, moral development begins. One of the reasons why children
overcome eodipic conflicts is a feeling of worry about losing parental affection
and fear of being punished for their unacceptable sexual desires towards parents
of the opposite sex. To reduce anxiety, avoid punishment, and maintain parental
affection, children form a superego by identifying parental standards of right and
wrong.

This superego structure has two components, namely the ideal ego of the
conscience. The conscience describes the inner or mental life of a person, the rules
of society, laws, codes, ethics and morals. At about 5 years of age the
development of the supereogo is typically perfect, when this happens, a
conscience is formed. This means that by the age of 5 people have completed their
moral development (Lerner & Hultsch, 1983).

Social-Learning Theory of Moral Development

Social learning theory (Desmita, 2019: 259) looks at moral behavior as a

response to a stimulus. In this case, processes of reinforcement, punishment, and
imitation are used to explain children's moral behavior. When children are
rewarded for behavior according to rules and social contact, they will repeat the
behavior. On the other hand, if they are punished for immoral behavior, that
behavior will decrease or disappear. It can be said that the social-learning theory
of moral development is seen as the result of a series of stimuli, the response that
is learned by children, either punishment or praise (reward) that is often
experienced by children.

Piaget's Cognitive Theory of Moral Development

Piaget's cognitive theory of moral development involves the same principles

and processes as cognitive growth encountered in his theory of intellectual
development. For Piaget, moral development was represented by the rules of the
game. Therefore, the essence of morality is the tendency to accept and obey the
system of rules. Piaget concluded that children's thinking about morality can be
divided into 2 stages, namely the heterenomous morality and autonomous
morality stages (Siefert & Hoffnung, 1994).
 a. Heterenomous moralityor morality of contraint is a stage of moral
development that occurs in children aged 6-9 years. Children at this time
believe in ammanem justice, namely the concept that if a rule is violated,
punishment will be imposed. This stage of children's behavior is
determined by obedience to the rules (without reasoning or judgment).
b. Autonomous moralityor morality of cooperation is the stage of moral
development that occurs in children aged approximately 9-12 years. At this
stage, children begin to realize that rules and laws are human creation and
in applying a punishment for an action must consider the intent of the
behavior and its consequences. At this stage the child can assess behavior
on the basis and purpose.

Kohlberg's Theory of Moral Development

(Desmita, 2019: 260) Kohlberg's theory of moral development is an

expansion, modification and redefinition of Piaget's theory. Kohlberg's theory is
based on his analysis of the results of interviews with boys aged 10 to 16 years
who are faced with a moral dilemma, where they must have between the act of
obeying the rules or meeting the necessities of life in a way that is against the
rules.

Based on the considerations given to the dilemma case questions faced by a

person. Kohlberg classified moral development into three levels (levels), which
are then further divided into six stages (stage). Kohlberg agreed with Piaget who
explained that moral attitudes are not the result of socialization or lessons learned
from experience. But the stages of moral development.

The important point of Kohlberg's theory of moral development is its

orientation to express that morals exist only in the mind and are distinguished
from moral behavior in the sense of real action. The higher the stage of one's
moral development, the more stable and responsible morality will be from his
actions.
 Level and Stage of Moral Development According to Kohlberg (Lerner &
Hultsch, 19893; Hetherington & Parke, 1979):

1. Level 1: Pre-Conventional Morality

At this level, children recognize morality based on the impact of an act,
namely fun (reward) or painful (punishment). Children do not break the
rules for fear of being punished by the authorities. This level is divided
into two stages: Stage (1) Orientation to obedience and punishment for
children's understanding of good and bad is determined by the authorities.
The child has to obey, or else he will be punished. Compliance with the
rules is to avoid punishment from the authorities. Stage (2) The hedonistic-
instrumental orientation of an action is considered good if it functions as
an instrument to meet needs or self-satisfaction.
2. Level 2: Conventional
An act is considered good by a child if it complies with the expectations of
the authority or peer group. This level also consists of two stages: Stage
(3) Orientation of good child oriented actions towards others. An action is
considered good if it is fun for others. Stage (4) The orientation of order
and authority of behavior that is considered good is fulfilling obligations,
respecting authority, and maintaining social order.
3. Level 3: Post conventional
At this level the rules and institutions of society are not seen as an end, but
are needed as subjects. Children obey the rules to avoid conviction. This
level also consists of two stages: Stage (5) The orientation of social-legal
control, there is a kind of agreement between himself and the social
environment. Actions are assessed if they are in accordance with the
applicable laws. Stage (6) The orientation of the word day of truth is
determined by conscience, in accordance with universal ethical principles
that are abstract and respect for human dignity.
C. Moral Reasoning
 As stated previously, morality can be said to be a characteristic of a person in
behaving based on good and bad on the basis of values and norms that apply in
society. In moral reasoning, a person's ability to weigh his actions and provide
alternative decisions or determine actions that must be carried out in the face of
the social situation he faces.

Lawrence Kohlberg puts moral as a cognitive phenomenon in the study of

psychology. What is called moral according to Kohlberg is part of reasoning. This
reasoning or consideration is pleased with the breadth of insight into the
relationship between self and others, rights and obligations. This self-relation with
others is based on the principle of Equality, which means that others are equal to
oneself. So, between self and others can be exchanged. This is called the
reciprocit principle. Morality is essentially the resolution of conflicts between
oneself and others, between rights and obligations (Setiono, 1994).

Thus, someone who can act in accordance with morals is a person who bases
his actions on judgments about the merits of something. Because by practicing
reasoning, according to Kohlberg's moral development is in line with the
development of reason as proposed by Piaget. The higher a person's level of
reasoning, the higher his moral level. With an emphasis on reasoning, in
Kohlberg's theory it can be seen from the structure of cognitive processes that
underlie answers or moral actions.

The Moral Development Process

Children's moral development can take place in several ways, as follows:

1. Direct education, namely through inculcating understanding of right and

wrong behavior, or good and bad behavior by parents, teachers or other
adults. In this moral education, is the example of parents, teachers, or other
adults in carrying out moral values.
2. Identification, namely by identifying or imitating the appearance or moral
behavior of a person who is his idol (such as a parent, teacher, kiai, artist,
or other adult).
 3. The process of trial and error (trial and error), namely by developing moral
behavior by trial and error. Behavior that brings praise or appreciation will
continue to develop, while behavior that brings punishment or reproach
will be stopped.
D. Factors Affecting Moral Development

John Locke and JB Watson, reveal the factors that influence human moral
development, including:

1. Experience, as a learning process

2. Family, including:
a. Attitudes / socio-economic conditions of the family
b. Position in the family, and
c. The nature of other family members
3. Culture, for example:
a. When children live in an embarrassing atmosphere, they learn to
always feel guilty
b. When the person is in the environment of critical people, he will have
relevant arguments when speaking, and
c. If people live in an atmosphere of honesty, then he will understand
about justice.
E. Implications of Moral Development on Education

Schools as educational institutions are required to help students develop their

morals, so that they can become moral human beings. Here are some possible
strategies that teachers can do in schools in helping the moral development of
students.

1. Providing moral education through a hidden curriculum in this curriculum

includes school and class regulations, attitudes towards academic and
extracurricular activities, moral orientation of teachers and employees and
the text material used. Especially teachers in this case must be able to be a
model of behavior that reflects moral values. Without a good behavior
 model from the teacher, the moral education provided in schools will not
be effective in becoming students as a moralist.
2. Providing direct moral education, namely moral education with education
on values and traits for a certain period of time or incorporating these
values and characteristics into the curriculum. (class discussions and role-
playing, or reward students for behaving appropriately.
3. Providing a moral approach through a values clarification approach, which
is an indirect moral education approach that focuses on helping students to
gain clarity about their life goals and what is worth looking for. (asking
questions to students).
F. Conclusion

Moral is human behavior based on good and bad with the foundation of values
and norms that apply in society.Children learn to understand which behavior is
good, which can be done and which behavior is bad, which should not be done.
Every human being has a natural disposition to be able to distinguish what is good
and what is bad, things that are considered right or wrong. Humans are born, have
been equipped with moral potential, then morals develop according to human
development when interacting with other people, because basically moral
development itself occurs through human experience in interaction. With this
moral development has been studied in various theories that have been put
forward, in the concept of psychoanalytic theory and learning theory in the
process of moral development is that a person has experienced moral development
when he has done an action that is in accordance with the existing rules in society.
It can be said that moral development can correlate with the ability to adapt. In
Piaget and Kohlberg's cognitive theory, moral development correlates with the
development of individual intelligence, so that if the development of intelligence
increases or reaches maturity, moral development will also reach maturity
levels.in line with the development of reason, namely the ability of a person to
weigh one's actions as stated by Piaget. The higher a person's level of reasoning,
the higher his moral level. With some of these theories can provide understanding
for us about the stages in the moral development of students.
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