Abstract
"Harry Potter" and Moral Value Learning is a qualitative study of the response of students aged 11-13 at an international Christian school in Bekasi, Indonesia, towards the phenomenal J.K Rowling text. Through the hermeneutic method, this research tried to seek the influence of Harry Potter texts, which are suspected of bringing adverse effects for their young readers. Besides, this research offers rational considerations to the authority in schools, especially regarding matters related to book censorship. Three things investigated in this study were the ability of students to think critically in making a distinction between fiction and facts in the Harry Potter text, the influence of the Harry Potter text on students' tendencies of violence and occultism, and finally about student learning of moral values contained in the text. The data was collected through in-depth interviews with two male respondents and three female respondents aged 11-13 years with a high religious background, mediocre, and less significant religious background. It was found that all respondents were able to distinguish between fiction and facts in the Harry Potter texts, and there was no significant evidence that the texts influenced respondents' tendency for violence nor respondents' interest in occultism. This study also found that respondents were able to identify the moral values contained in the text.
Highlights
Education is a fundamental action that touches the roots of our lives, changes, and determines human life
This study aims to investigate whether respondents can think critically in distinguishing fiction and facts, to investigate the influence of the Harry Potter texts on the tendencies of violence and occultism, and to investigate the extent to which the Harry Potter texts inspire children to moral values
This study has found no strong evidence that the Harry Potter texts influence respondents to be sympathetic to the occult or to be violent
Summary
Education is a fundamental action that touches the roots of our lives, changes, and determines human life. Education is a form of living in a community that brings young people to the level of full-fledged human beings (Driyarkara, 1991). Moral education is one of the significant components of education. In schools with standardized tests waiting at the end of the school year, educational practices tend to prioritize the transfer of knowledge (cognitive and psychomotor) and forget the learners’ affective aspects. Educators tend to "catch up" by giving a list of moral values to apply in life, asking students to memorize, training students to identify and answer multiple-choice questions, while every educator will agree that instilling values like this is not enough
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