The Use of Moral Dillematic Animation Story in Moral Cognitive Learning

Abstract

The use of technology-based learning media provides a challenge for students to be able to solve various learning materials and improve their thinking skills. The purpose of this study was to describe the increase in moral judgment through moral dilemma stories in the form of animations used in moral cognitive learning. This study uses quantitative to measure students' level of understanding related to narrative texts before being tested on students and qualitatively to explore moral considerations in 50 students. The results showed that the results of the gap test using the Close Test Procedure theory were above 60%, which means that the reader is at the independent/free level. While the results of using animated stories of moral dilemmas require an increase which is explained in the moral considerations table before using animated stories and after using animated stories. The other supporting factors that emerged in the study were the incorporation of the results of thinking, past experiences, finding new problems, and adjusting moral considerations from the results of thinking. It can be concluded that the existence of narration and animation (visual) can be better understood by students in making moral decisions, animation is one of the right media solutions in conveying moral cognitive learning content that has not been encountered in basic education in Indonesia.