MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT IN ELEMENTARY SCHOOL

Abstract

Cultural traditions of value education in Indonesia are taught through value transmission, whereas humans have the potential to develop value not only receive value. So in addition beside of value transmission there is another model of learning, this is constructive value or value development. This model will be born rational people in thinking and maturing in action. The process is through moral judgment by choosing, frizing, acting or behaving. Then it is realized through mediation of moral dilemmas and role-taking. The moral dilemma is in one of the syntax of moral cognitive-based learning models. Where the students are faced one dilemma situation that must be chosen. The choice is not about right or wrong, but the reason behind that choice. This Cognitive Moral Development model can be tested through the Defining Issues Test (DIT) by James Rest to find out the stages of moral development of elementary school. Beside through moral dilemmas, moral development in elementary schools can be conducted through Role taking in Just Community School. This school of fairness provides the natural atmosphere of the same position between teachers and students. Students feel completely alive and always face a dilemmatic situation that they must play. Furthermore, the moral development conducted through peers in elementary school. At the elementary school stage, students are taught the values transmission, but it should not be sustained and neglected other potential, that is developing value, because students will grow up to have the personality from all the things he learned from time to time. This study expected the students not only accept the moral values ​​inherited because it will made a good person or obedient but not resistant to temptation, but also the students able to develop the value to be a good person and mature in making decision.