Abstract
The implementation of the value of life and integrity has been done in the teaching and learning process of science by moral problems in life that relate to biological issues and to train the students’ capability in problem-solving. It stimulated the students’ moral development involving logic, feeling, and behaviors deemed as right and wrong in students. The purpose of this study is to describe the students’ tiers of moral development through valid and reliable biological problem-solving. This study is descriptive research with a qualitative approach. The theoretical formulation formed is a design of the level of moral development about biological problems. The collection of data is done through a task-based interview. The subject of this research is students in the 8th grade of Banjarmasin Middle School. The data is analyzed using a constant comparison method. The results of this study indicate a valid and reliable level of students’ moral development in solving biological problems. JPM2B1: An action is considered good from its principles and point of view to fulfill his/her obligations and needs without caring about other people’s needs. Students often claim that “solving a problem is easy, it’s because our teacher taught us to solve it”. JPM2B2: An action is considered good from its perspective and principle of the movement for the greater good and planning a solution. JPM2B3: An action is considered good with a view of helping each other in creating a better future. JPM2B4: An action is considered good with a view of caring for the needs of others, emphasizing rational considerations for humanitarian reasons and God’s blessing.
Highlights
IntroductionScience learning (including biology) has broad social and moral implications, implying that it is no longer morally free but rather bound to morals (Fraenkel, 1977)
Science learning has broad social and moral implications, implying that it is no longer morally free but rather bound to morals (Fraenkel, 1977)
Conclusions of the analysis: 1. JPM2B 2 is reliable because MHq and NR are at the same level, so are the characteristics
Summary
Science learning (including biology) has broad social and moral implications, implying that it is no longer morally free but rather bound to morals (Fraenkel, 1977). With various changes, science education continues to instill values about honesty, discipline, appreciation of the meaning of humanity, caring, humility, protecting human life, and other values through learning activities carried out in schools (Ma-Kellams & Blascovich, 2013). As part of the Natural Science, cannot be separated from matters related to God’s authority and morals both to the environment and fellow human beings. Teachers often try to ask students their opinions about various situations related to pollution, damage to natural resources, or the problem of epidemics in different regions. In particular, are very responsive to the problems of inequality that occur ies.ccsenet.org
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