Teaching Of Moral Education Research Articles

The Impact of Developing Moral Education on the Morality of Primary School Students in China

This study investigates the impact of moral education on the development of students' morality in these institutions. It highlights the unique political and cultural characteristics of Chinese moral education, emphasizing its role in fostering values of communism and socialism with Chinese characteristics. The research examines the effective mechanisms implemented by the government and educational departments, the crucial role of moral education teachers, and the importance of textbooks in guiding students' moral development. The study finds that despite some challenges, moral education positively influences the moral growth of primary school students in China. Recommendations for policymakers, educators, and teachers are provided to enhance the effectiveness of moral education, ensuring it meets both practical and individual needs.

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

School Education or the Games and Challenges of Heritage Development

When authors such as Branchesi (2007) and Barthes & Blanc-Maximin (2016) reflect on the opportunity to adapt the supranational principles set out in international conventions to the specific educational contexts of States, they consistently and insidiously highlight the need not necessarily to globalise heritage issues, but rather to consider them as a sum of their parts. This contribution focuses on primary education as a prerequisite for heritage development. Using an exploratory qualitative method, our study of history- geography and citizenship and moral education teachers seeks to identify the relevant primary education styles likely to generate, in the short, medium or long term, heritage development in the locality, i.e., a real awakening of awareness and an enhancement of the various historical and/or natural potentials and assets, graciously offered by nature or mankind. To this end, we interviewed seven teachers working in different regions, grouped together according to a number of ethnographic, contextual and situational similarities. The results of this research show that heritage development cannot be boosted unless the «educational concept of heritage» is effectively taken into account in international conventions, and unless heritage education is effectively implemented as a major tool for local development.

IMPLENTASI PEMBELAJARAN AQIDAH AKHLAQ DALAM PEMBENTUKAN KARAKTER RELIGIUS SISWA DI MTS MIFDA PRIMA KABUPATEN PROBOLINGGO

This study aims to explore the implementation of Islamic Moral Education in shaping religious character among students at MTS Mifda Prima Probolinggo, as well as to identify the supporting and hindering factors, along with the outcomes of applying this educational approach at MTS Mifda Prima Probolinggo. The research was conducted at MTS Mifda Prima Probolinggo, involving both the Islamic moral education teachers and the students as research subjects and informants. The applied method in this research is qualitative descriptive, where data, both written and oral, regarding the research subjects, are detailed. Data collection is carried out through observation, interviews, and documentation. Data analysis is performed using the Miles and Huberman approach, involving data reduction, data display, and drawing conclusions. The research findings indicate that the implementation of Islamic Moral Education in shaping religious character among students at MTS Mifda Prima Probolinggo is carried out through exemplary and habituation methods. This includes incorporating pre-lesson prayers, communal prayers, participating in the Tahsinul Qur'an program, fostering commendable behavior, and showing respect to teachers and peers. The goal is to support the formation of religious values that can be applied in daily life and provide positive examples. Identified hindering factors involve inadequate time allocation and the behavior of students.

DAMPAK AJARAN TRI HITA KARANA TERHADAP KARAKTER SISWA DI SMP NEGERI 1 BANGLI

Humans need harmony in their lives; harmony relationship with God, humans, and the environment. This teaching in Hinduism is called Tri Hita Karana consisting of 1) Parahyangan,; a harmonious relationship between humans and the Almighty God (Sang Hyang Widhi Wasa), 2) Pawongan; a harmonious relationship between humans and fellow human beings and 3) Palemahan; a harmonious relationship between humans and natural environment. The teacher does not only provide knowledge to students, but in learning it is also interspersed with giving advice so that students have good character, such as being religious, socially concerned, environmentally concerned and disciplined when the teacher explains the material. Therefore, students are not only smart in terms of knowledge, but also have good character and attitude. Through Hindu Religious and Moral Education, students can find out various Hindu religious teachings which are very effectively implemented to be able to develop their character. The implementation of learning in the classroom is related to the concept of Tri Hita Karana teachings. Because of the Tri Hita Karana learning material, students have an understanding of Tri Hita Karana teachings before applying them in their daily life, especially at school. Whereas in an effort to develop student character outside the classroom, Hindu Religious and Moral Education teachers invite students to implement the Tri Hita Karana teachings that have been obtained in class in the form of the practice of making ceremonies at Padmasana schools as students' psychomotor values and implementation in the form of attitudes that show good character in himself related to the teachings of Parahyangan, Pawongan and Palemahan in the school environment. The impact of implementing the teachings of Tri Hita Karana on the character development of students at SMP Negeri 1 Bangli is as follows: developing student character, increasing student awareness to carry out their religious teachings, increasing awareness of students towards others, increasing student awareness to the environment, and creating harmony.

APLIKASI KONSEP 6C DALAM PENGAJARAN DAN PEMBELAJARAN DALAM KALANGAN GURU-GURU PENDIDIKAN MORAL SJKT DAERAH KUALA MUDA

Acceptance of 21st century learning characteristics among Moral Education teachers in Tamil National Primary Schools (SJKT) in Kuala Muda District was found to be still at a low level, especially the 6C application. Therefore, this study aims to review the application of the concept 6C among Moral Education teachers at SJKT in Kuala Muda District. The design of this study uses a qualitative approach using purposive sampling. Questionnaire data was obtained from a questionnaire that was emailed in Google Forms to 6 selected study participants. Study participants can access the questionnaire through a link provided via Whatsapp. In addition to questionnaires, researchers also used observation methods, document analysis and transcription of conversations through voice chat. Data analysis shows that the application of the 6C concept among the study participants is at a moderate level. Only 3 study participants mastered the 6C competency skills at a good level and the remaining 3 people were still at a low level. Even so, the Ministry of Education still has room to improve the 6C application among Moral Education teachers at SJKT in Kuala Muda District through Professional Development Courses. Researchers have the opportunity to study the impact of training on the application of 6C.

Teacher Efforts and The Characteristics Of Islamic Religious Education Teacher In Improving Students' Reading Ability

The background of this research is the teacher's efforts related to how a teacher is able to understand and determine the boundaries that must be carried out by a teacher in organizing material, interacting, and carrying out learning processes for students of SDN 09 Nanga Sayan. This is good, marked by enthusiastic participation direct learning, asking questions and answering teacher questions, and paying attention to the teacher during learning. This is what makes researchers interested in conducting more in-depth research. This research is focused on (1) How are the Efforts of Islamic Religious Education Teachers and Characteristics in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year? (2) How is the Ability to Read the Qur'an in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year? (3) What are the Efforts of Islamic Religious Education and Character Education Teachers in Improving the Ability to Read the Qur'an in Students of SDN 09 Nanga Sayan for the 2022/2023 Academic Year?This research is a type of descriptive research with a qualitative approach. Data collection procedures carried out are using observation techniques, interviews, and documentation. Researcher interviews were conducted with ethics subject teachers.Based on the results of the study, it can be concluded as follows: (1) The efforts of Islamic Religious Education and Characteristics Teachers to instill a sense of enthusiasm and also provide motivation in various ways, moreover teaching children who are just learning to read the Qur'an is something that is certain. not easy. (2) Students' Ability to Read the Qur'an in SDN 09 Nanga Sayan found that there are some children who can read the Qur'an and some who cannot read the Qur'an. (3) Efforts of Islamic Religious Education and Moral Education Teachers in Improving Al-Qur'an Reading Ability at SDN 09 Nanga Sayan by repeating hijaiyah letters such as the letter ba, what it looks like in front, what it looks like in the middle and what it looks like at the end

An Ethnographic Case Study of Secondary School’s Moral Education in a Mainland City of the Greater Bay Area

Chinese moral education is a much broader concept and is heavily criticized for being overly politicized and indoctrinated. The Greater Bay Area (GBA) initiative upholds the people-centered development philosophy in education. This study aims to investigate the school-level implementation in Shenzhen, one of the GBA cities, and teachers' perspectives to determine the facilitating and inhibiting factors across different layers in the student-centered ecological systems of students’ moral development. A two-year-long ethnographic case study was conducted in the case school based on Bronfenbrenner’s ecological systems theory. The study participants consisted of 18 teachers. Semi-structured interviews were conducted to examine the participants' perceptions. The study findings revealed that the facilitating factors include clear guidelines on the national level, cooperative teachers, and ambitious principals with a consciousness of visions and responsibilities for moral education. Meanwhile, Shenzhen has the potential to be the pioneer of moral education reformation. However, the rigid content in the textbooks and the stuffy school culture hinder the success of moral education at the school level. The lack of communication and mutual understanding contributes to the splintered and emotionally exhaustive experience of moral education teachers. More efficient and measurable strategies should be used to uphold a tight alliance across different layers. Future research should examine alternative moral education models, decision-making processes, Chinese school management style, and the specific appliance of the ecological systems theory in the unique Chinese educational context.

Religious and Moral Education Teachers’ Usage of the Flipped Classroom Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality, Ghana

The purpose of this study was to examine Religious and Moral Eduction teachers’ usage of the flipped classroom model Model and its Influence on JHS Students’ Academic Performance in the Nzema-East Municipality of Ghana.The study adopted the quasi-experimental research design. The population for this study comprised all JHS Religious and Moral Education students and teachers within the Nzema-East Municipality of the Western Region. With the help of the Krejcie and Morgan’s sample determination table, a sample of 110 comprising 10 teachers and 100 students were selected for the study through multi-stage sampling. The instruments used for data collection were tests and questionnaires. The study indicated that, the flipped classroom is a very potent method of teaching RME. This is so because the study provides enough evidence that the flipped classroom significantly improves the performance of learners more than the traditional approaches to teaching. This is even more appropriate in a technological era such as ours. The study also revealed that, teachers have a positive view of the use of the flipped classroom in teaching RME. Junior High School RME teachers are ready to adopt the flipped classroom model in their teaching provided challenges students face are eliminated. It is recommended that, School Improvement Support Officers and Headteachers should ensure that teachers use the flipped classroom to bring variations in lesson delivery so as to improve the academic achievements of learners. It is also recommended that government should provide technological devices to schools and teachers and ensure that teachers employ the various technological devices at their disposal to the benefit of their students.

An Overview of Akhlak and Moral Concepts and Their Relevance to Moral Education in Malaysia

Moral Education (ME) in Malaysian context is closely related to “akhlak” and moral concept. The use of the terms “akhlak” and moral in achieving the goal of forming people with noble character through the subject of ME has been influenced by Islam as the official religion of Malaysia and the diversity of religious beliefs in the Malaysian community. Moral Education is a complex subject in Malaysia, not only because it is studied by non-Muslim students of various religious beliefs, but also because it may probably be taught by Muslim teachers. Based on a review of theories and previous researches, this paper will discuss the basic principles of "akhlak" and moral and their relationship with the formation of people with noble characters through the ME subject in Malaysia. This paper contributes to the possibility of aligning “akhlak” and moral concepts in order to achieve the goal of forming people with noble characters through the ME subject. Hence, this paper expands on existing literature to better understand the complexities underlying ME subject due to the diversity of religious beliefs among ME teachers and students.

Exploration and Practice of Moral Education Courses in Universities in Big Data Era

Since the moral education acts an important role in daily life, the construction of moral education curriculum will have important consequences on the final effect of moral education work through the management of curriculum objectives, curriculum structure, curriculum content, curriculum implementation, and curriculum evaluation. The development and application of big data bring new direction for the enhancement and progress. This work gives the definition of big data in the teaching of moral education in universities. Secondly, the application status of big data in moral education teaching in colleges is studied. According to the existing research, the popularization of big data technology has completely changed the teaching concept of moral education in colleges and universities. Based on the second part, abundant theoretical research has been achieved and successfully applied in the teaching of moral education. Finally, this paper designs targeted big data strategies and analyzes the differences of different big data technologies in the effects of moral education to improve the effects of moral education in modern colleges and universities. The research of this paper has both theoretical and practical significance.

TEKNIK PENGAJARAN PENDIDIKAN MORAL DI SEKOLAH JENIS KEBANGSAAN TAMIL DALAM BANDAR SEREMBAN [TECHNIQUE IN THE TEACHING OF MORAL EDUCATION IN PRIMARY SCHOOLS (SJKT) IN SEREMBAN

Moral Education is an effort to educate students to become moral and virtuous human beings by emphasizing the developmental aspects of moral reasoning, moral feelings and moral behavior. In this regard, the teaching process of Moral Education teachers plays an important role in producing students with noble morals. This study aims to examine the teaching of Moral Education teachers in Tamil National Type Schools in Seremban district. The design of this study was an action research. The sample of this study consists of 76 teachers from 20 Tamil National Type Schools in Seremban District, Negeri Sembilan. The data of this study were obtained by using a questionnaire instrument constructed by the researchers themselves. To identify the teaching methods of Moral Education teachers, descriptive analysis was used to obtain the frequency, percentage and mean. The findings of the study show that most teachers still use traditional methods and focus more on examinations only.

KEBERKESANAN PENGAJARAN DAN PEMBELAJARAN PENDIDIKAN MORAL MELALUI APLIKASI WHATSAPP: KAJIAN KES DI SMK RAJA MUDA MUSA

This study aims to identify the effectiveness of teaching and learning for the subject of Moral Education through the Whatsapp application as a learning approach based on educational technology. The main objective of this study is to identify the effectiveness of teaching and learning Moral Education through the Whatsapp application as the main approach in delivering information, identify the willingness of teachers to implement teaching and learning and explain the factors that influence teachers to choose the Whatsapp application in teaching and learning Moral Education. This qualitative study was conducted at SMK Raja Muda Musa, Selangor through an online interview method with four Moral Education teachers. Thematic analysis is used to obtain themes. The findings of this study found that the use of Whatsapp applications in the teaching and learning process of Moral Education teachers shows that the use of Whatsapp applications does not help Moral Education teachers achieve the teaching and learning objectives, but teachers show a willingness to use Whatsapp applications in online teaching. The selection factor of Whatsapp application is to help with internet network problems and socio-economic factors of students. The implications of this study provide exposure to teachers about the capabilities of educational technology through the Whatsapp application as an alternative low-cost information delivery to address the problem of poor student internet access and equal education rights.

Pedagogical Knowledge Base of Religious and Moral Education Teachers in Assessing Students’ Academic Performance

This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.

The Utilization of Narrative in Teaching of Moral Education in the Kindergartens

The Utilization of Narrative in Teaching of Moral Education in the Kindergartens

APLIKASI PEMBELAJARAN ABAD KE-21 DALAM TALIAN: CABARAN GURU PENDIDIKAN MORAL [21ST CENTURY ONLINE LEARNING APPLICATIONS: THE CHALLENGE OF MORAL EDUCATION TEACHERS

The Covid-19 pandemic phenomenon has unfolded in Malaysia since 2020, it has brought far-reaching changes to all aspects of society includes education. Due to the Movement Control Order (PKP), educational institutions in Malaysia were ordered to close, student started fully learning online from home. This situation has become a challenge to the implementation of the 21st Century learning approach inteaching. As this fully online teaching and learning are happening for the first time in Malaysian education, this study aims to explore the challenges faced by Malaysian Moral Education teachers on the implementation of the 21st Century skill in an online classroom. This study uses a qualitative method by interviewing 5 Moral Education teachers as respondents. The findings of this study show that the change of online teaching and learning has caused unexpected challenges to Moral Education teachers, the traditional teaching techniques which have been applied in face-to-face classrooms are not effective when moving to online teaching and learning. To achieve the objectives of Moral Education which involve aspects of cognition, feeling, and action, the factors of internet access at home, cooperation from the parents, and the teacher’s skill of using technology need to be considered.

Narrative as an Alternative Teaching Approach of Moral Education

This paper discusses how the Narrative Approach has the potential to be one of the alternative teaching approaches in the teaching and learning process of Moral Education. This paper begins with an introduction to Moral Education in Malaysia. Also described in this paper is the history of how Moral Education in Malaysia began. Next, this paper discusses the Standard Curriculum and Assessment Document (DSKP) policy that drives the direction of the Education system in Malaysia in terms of, what is to be achieved and how it should be implemented in achieving the goals outlined. Then, the discussion continued by detailing the teacher training program for Moral Education teachers in Malaysia. Finally, this paper elaborates the description of the Narrative Approach and how its implementation in a teaching and learning process can provide the best added value to teachers and students; especially in producing ‘student-centered’ learning.

APLIKASI KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM PENGAJARAN DAN PEMBELAJARAN DI SEKOLAH JENIS KEBANGSAAN TAMIL DALAM BANDAR SEREMBAN [APPLICATION OF HOTS IN THE TEACHING OF MORAL EDUCATION IN PRIMARY SCHOOLS (SJKT) IN SEREMBAN DISTRICT

The High Order Thinking Skills Teaching (HOTS) has its own challenges and should be emphasized in the curriculum as it is one of the 21st century skills. HOTS is among the six main characteristics of the students who are the aspirations of the Ministry of Education to succeed globally. As such, pupils can enhance cognitive skills with the opportunities and spaces provided to convey views using more creative methods and not just memorizing such conventional methods. Hence, the researcher has conducted this study to find out application of Hots in the teaching of Moral education in primary schools (SJKT) in Seremban District. The design of this study is quantitative. To identify techniques and approaches used by descriptive analysis teachers were used to obtain frequency, percentage and mean. The sample of this study consisted of 148 teachers from 15 national schools in Seremban District, Negeri Sembilan. The data of this study were obtained using the questionnaire which was developed by the researcher.

TEATER PERBINCANGAN DILEMA MORAL: PENDEKATAN TRANSFORMATIF DALAM MELAKSANAKAN KANDUNGAN KURIKULUM BUKU TEKS PENDIDIKAN MORAL [MORAL DILEMMA DISCUSSIONS THEATER: A TRANSFORMATIVE APPROACH TO THE IMPLEMENTATION OF THE CURRICULUM CONTENT OF MORAL EDUCATION TEXTBOOK

Does theater have a "place" in the teaching of Moral Education? How can theater be used as a pedagogical tool to teach, nurture, develope and produce a moral persons? There is very little research on theory and analysis, which supports the assumption that theater can make a distinctive contribution in the process of teaching and learning of Moral Education. This article outlines how the Moral Dilemma Discussions Theater (a form of theater created through a combination of Forum Theater techniques and moral dilemma discussion techniques) can be used to present the curriculum content of the Moral Education Textbook in transformative manner. The aspirations and goals of the Moral Education subject, which included in the Moral Education Textbook can be implemented using the Moral Dilemma Discussion Theater technique. The Moral Dilemma Discussion Theater is an innovation product in the art of theater. The Moral Dilemma Discussion Theater can be a viable option for teachers in handling the structured, stereotyped, one-way and conventional teaching and learning of Moral Education.

Unpacking Technological Pedagogical Content Knowledge Level of Religious and Moral Education Teachers

The focus of this study was to unpack’ Technological Pedagogical Content Knowledge (TPACK) level of Religious and Moral Education (RME) teachers in Ghana, as well as the gender difference of teacher on their TPACK level. The researcher employed descriptive survey as the research design. Questionnaire was used as the research instrument to collect data from the teachers. The census technique was used to include all 136 RME teachers all 68 Public Junior High Schools in the KEEA Municipality for the study. The study revealed that RME teachers have high levels of TK, CK, PK but low level of TPACK. The study also unearthed that there was a statistically significant gender difference of teachers with respect to their TPACK level in that, male teachers were observed to have high TPACK level than their female counterparts. Based on the findings of the study, conclusions and recommendations are discussed in this work. Keywords: Technological, Pedagogical, Content, Knowledge, Teachers, Gender DOI: 10.7176/IKM/11-3-01 Publication date: April 30 th 2021