Values Clarification Approach Research Articles

Strategi Guru dalam Membentuk Karakter Disiplin Siswa Sekolah Dasar di Era Globalisasi

The negative effects of globalization mean that the younger generation has lost ethics. Deterioration of character still often occurs in school children whose actions and attitudes conflict with religious and ethical principles. School is a strategic place to teach disciplinary behavior because it allows someone to follow the rules. Disciplined behavior is one of the most important behaviors to teach. This research aims to discuss teacher strategies in shaping students' disciplinary character in the era of globalization. The method used in this research is qualitative, sourced from library data, and involves identifying sources from books, papers, articles and journals. The analysis technique used in this research is Content Analysis. The results of the research show that students' disciplined character can be formed through a values ​​approach, making school regulations, taking a values ​​clarification approach in the form of punishments and rewards, as well as habituating students.

Implementation of the Value of Moderation in Education: Study of Term al-Wasath in Surah al-Baqarah verse 143 with Abdullah Saeed's Contextual Hermeneutics Approach

This study aims to determine the implementation of the value of moderation contained in QS Al-Baqarah verse 143 in the world of education. The moderation value is obtained from a study of the meaning of al-wasath contained in the verse. The study was conducted using the term thematic method with the Contextual Hermeneutics approach initiated by Abdullah Saeed. Namely, capturing the messages and teachings of the Qur'an by considering the historical context of the text and the historical context of the application of the text. This study found that, 1) the meaning of the term al-wasath is a state in the middle, in worldview and life in the hereafter and physical and spiritual behavior, not to act in extreme and radical ways, 2) historically, term al-wasath in QS al -Baqarah: 143 is used to express the moderate attitude of a farmer who thinks well of the crop failure he has experienced, and in context this term shows a tolerant attitude towards various differences that occur in life, 3) the application of moderation values in education can be done with several approaches, namely the value instilling approach, the cognitive moral development approach, the value analysis approach, the value clarification approach, and the learning to do approach. Through this approach, moderate attitudes are instilled which can give birth to tolerance, mutual respect and compassion among people. 3) the application of moderation values in education can be carried out using several approaches, namely the value instilling approach, the cognitive moral development approach, the value analysis approach, the value clarification approach, and the learning to do approach. Through this approach, moderate attitudes are instilled which can give birth to tolerance, mutual respect and compassion among people. 3) the application of moderation values in education can be carried out using several approaches, namely the value instilling approach, the cognitive moral development approach, the value analysis approach, the value clarification approach, and the learning to do approach. Through this approach, moderate attitudes are instilled which can lead to tolerance, mutual respect and compassion among people

Komparasi Pendidikan Karakter Indonesia dan Jepang (Analisis terhadap Landasan, Pendekatan, dan Problematikanya)

This study aims to analyze the comparison of the implementation of character education between Indonesia and Japan. The focus of the study is on three things, namely the basis, approach, and problems of character education in two countries. The research method used is a qualitative research method using a library approach or better known as library research. The data sources of this research come from research results, books, or government policies related to character education in the two countries. The results of the study explain that the basis of character education in Indonesia is the ideology of the state, customs and culture, religious values, government rules and policies. Likewise, in Japan the basis of character education is in the form of cultural values, state ideology, and government policy rules. Approaches to character education in Indonesia include the value inculcation approach, the value clarification approach, the learning approach to action, exemplary, and habituation. Meanwhile, in Japan, among other things, the approach tends to be habituation, for Japanese people, characters are not taught but are used to it. Character problems in Indonesia and Japan are not too different around juvenile delinquency, free sex, vandalism and thuggery. The difference in stress levels in Japan affects the character of the younger generation.

Strategies and Approaches in Teaching Values Education Among Public Secondary School In The Division Of Zambales


 ABSTRACT
 
 The research aimed to look into the strategies and approaches in teaching values education among public secondary schools in the Division of Zambales, SY 2020-2021. The researcher used the quantitative descriptive-survey research design with questionnaire as the main instrument in gathering data from the population of three hundred (300) values educational teacher.
 The study revealed that the majority of Values Education teachers are female. The teachers always used Inculcation Approach as strategy in teaching Values Education. The respondents strongly agreed that the strategies in teaching Values Education was the most difficult dimension in teaching Values Education. There is significant differences on age and religious affiliation towards inculcation approach and significant on age towards Awareness Approach. No significant differences on moral reasoning approach, value clarification approach and evocation approach. Moreover, it was found that there is significant difference on age towards difficulty on contents while no significant differences on strategies and assessment respectively. There is negligible relationship between the academic performance and the strategies and approaches used in teaching values education. There is negligible relationship between the academic performance and the difficulties in teaching Values Education.
 The training design is hereby proposed entitled: Training Design in Values Education on Teaching Strategies and Approaches Amidst COVID 19-Pandemic.
 Based on the salient findings, the researcher recommended that head teachers and teachers in Values Education should make innovations on how Inculcation Approach in teaching the subject be more useful and effective; head teachers, principals, education specialist on Values Education of Division of Zambales may focus their In-service Trainings ways how teachers enhance the utilization and effectiveness of approaches; the teachers should look and utilize suitable techniques for Inculcation, Moral Reasoning, Awareness, Value Clarification and Evocation approaches; and head teachers and teachers are encouraged to attend national and international trainings and seminars for better understanding and improved skill in selecting appropriate strategies, on the development of learning content and assessment procedures in Values Education.

KONSTRIBUSI OSIS DALAM MEMBENTUK KARAKTER TEMAN SEBAYA

The OSIS supervisor is usually appointed by the school to assist the OSIS management in carrying out their duties and the principal is the main person in charge of OSIS activities. In terms of funding, all OSIS activities are funded from the School Revenue and Expenditure Budget (APBS). Sometimes in the field, OSIS activities often experience obstacles, for example the emergence of violations committed by OSIS administrators who are not orderly when participating in routine coaching. As for the title of this research is "Management of Student Council Development in Shaping Peer Character at MTsN 9 Senuddon North Aceh". The type of research used in this study is qualitative research, namely research procedures that produce descriptive data in the form of written and spoken words from people who observe. Based on the results of the study, it can be concluded that the management of OSIS development in shaping the character of peers at MTsN 9 Senuddon Aceh Utara is a value inculcation approach, a cognitive development approach, a value clarification approach and an action learning approach. The obstacles to OSIS development in shaping the character of students at MTsN 9 Senuddon Aceh Utara are the lack of student interest in organizing and limited time.

PENERAPAN NILAI-NILAI MODERASI AL-QUR’AN DALAM PENDIDIKAN ISLAM

Religious moderation is one of the themes that has been widely discussed in the past few decades. This is an anti-thesis of various intolerance attitudes that befall many circles, whether related to politics, social, or even religion. Intolerance in religion becomes the main focus of many circles. Even the younger generation practice this attitude. This attitude of intolerance is suspected to have entered primary and secondary educational institutions, while the efforts made by many parties in anticipating this movement did not reach its main essence. Intolerance in religion is influenced more by a lack of understanding of religion correctly, though al-Qur'an mentioned many principles and moderate attitudes that can be applied in the education system in schools. To get the principles and values of moderation in the Qur’an that can be applied in the education system in schools, this study uses a thematic method introduced by Fazlur Rahman. From this method, it is produced that the values of moderation in the Qur’an accumulate in aspects of justice, openness, wisdom, and balance. These values are required to always be maintained and become a guideline to achieve the universality of Islam in action. The application of these values in education can be committed with several approaches, namely the values inculcating approach, the cognitive moral development approach, the value analysis approach, the value clarification approach, and the learning approach by doing. Through this approach, moderate attitudes are instilled that can give birth to tolerance, mutual respect, and affection between people.

How to Develop Instructional Module in Secondary Middle School

The purpose of this research is to develop the learning model of Islamic Religious Education which emphasizes the achievement of the spiritual and social attitudes that have been lack of serious attention. Especially with the high flow of negative information in the student environment that if not getting the optimum attention will have an impact on the increasingly moral and morality of students. This study offers a value clarification approach to improve students' ability in choosing, communicating, and applying the values that exist in Islamic Religion Education learning. This research Approach is a mixed method with Research and Development (R and D). This research use Rowntree Design model. The target of this research is Junior High School students. The developed model has been through the evaluation from the material, instructional design, and media experts, which are then formally evaluated on one to one, small group and field trial. The result of the research shows that there is a significant improvement in student learning outcomes, the average of the students' pretest score of 52.8 and the post-test of 84.4. thus there is an increase in student learning outcomes of 31.6. For it can be concluded that the product can improve student learning outcomes and models worthy of use.

Promoting or Undermining Quality Decision Making? A Qualitative Content Analysis of Patient Decision Aids Comparing Surgical and Medication Abortion.

To understand, describe, and compare the content of patient decision aids on surgical and medication abortion, including 1) attributes used to describe each method, 2) approaches to clarify patients' values, 3) language used to describe each method, and 4) language used to frame women's decision-making role. We analyzed 49 decision aids identified through a previous systematic review and environmental scan. We used summative content analysis for objectives 1 and 2 and directed content analysis for objectives 3 and4. We identified 37 method attributes. Overall, the attributes privileged medical over practical and emotional information. One decision aid included an explicit values clarification approach, and others included implicit approaches, which varied in length, information consistency, and organization. We identified four themes-information consistency, subjective claims, emotive or ambiguous descriptions, and medication abortion as not a real abortion-related to the methods' descriptions. We identified three themes-agency in choice, unclear emphasis on women's preferences, and endorsement of clinic services-related to women's decision-making role. Of the nine tools that listed factors influencing women's decision making, patient preferences was often listed last. Early abortion method decision aids presented a broad range of information and typically framed the method choice as the woman's. However, their emphasis on medical attributes, use of inconsistent information, and, at times, biased presentation of methods may undermine quality decision making. We recommend adapting an existing decision aid or designing a novel tool based on the content and language that women find most acceptable.

The Integration of Values and Science Education in Learning to Strengthen the Existence of Muslims in the Industrial Age 4.0

Such integration is bringing together various sciences into one that is mutually supportive, balanced and sustainable to compile learning. By providing integration in the fields of education, economics or whatever, it is hoped that there is no knowledge that groups knowledge itself, because integrating knowledge with each other will be a sharp unit in the educational process that leads to learning. The reality of integrating value education with science in learning is still experiencing some problems related to the lack of understanding on how to combine values and science education in learning. Science will complement our interactions in society. Both must be interrelated. For this reason, the rapid flow of world development in terms of technology and information has led to the birth of the industrial revolution era 4.0 which exists when the large technology occurs by significant socio-economic and cultural changes. The existence of an industrial revolution 4.0 brings up to the phenomenon of new industries which result is disruptive innovation. With the current industrial revolution that has placed on all aspects, especially in the aspect of education, education is intended to humanize humans. The methods of integration include five models, namely the value-planting approach, cognitive development approach, value analysis approach, value clarification approach and action learning approach.

Adolescents Values Clarification and Development: A Model for Group Counseling

Youths involved with the juvenile justice and child welfare systems report higher rates of early initiation of sexual intercourse, more sexual partners, and lower rates of condom use compared with the general adolescent population. Such risky behaviors leave system-involved youths with volatile behavioral challenges and negative sexual health outcomes, such as unintended pregnancy. These effects can be attributed to detached support systems and a lack of early interventions, such as group therapy. This dynamic fosters further inquiry into asking, can delinquent teenagers who adopt a values clarification approach and understanding exhibit positive prosocial thoughts and behaviors? The intent of this paper is to discuss an alternative education program for pregnant, delinquent adolescents and young mothers allowed a social worker and his associates to implement a group counseling program. The counseling was intended to emphasize values clarification and values development. The counselors focused on attitudes, social views, and desired behaviors related to values. A unique aspect of the program was the development of a four-phase cognitive process related to values clarification and development. This process includes the discovery and awareness of values, the claiming and reclaiming of values, the acceptance of core values, and the appreciation and advocacy of the values phase. A content analysis methodology was used to analyze a self-report methods so that insights into cultural trends and experiences could be understood. Findings from the adoption of this program suggest a psychoeducation humanistic model can not only buffer teenage pregnancy risk and delinquency but also strengthen values and the moral development of troubled youth.

A Study of Religious Education Course Books in Terms of Values Education: The Case of Turkey

The purpose of this study is to investigate Elementary and Middle School Religious Culture and Ethics Coursebooks in terms of approaches, methods and techniques used in values education. The data of this study were obtained using the document review technique, which is one of the qualitative research data collection methods. The data in this study were obtained from the 4th, 5th, 6th, 7th and 8th grade Religious Culture and Ethics Course books that were chosen to be teaching materials by decisions of The Turkish Republic Ministry of National Education, Board of Education and Morality. The data that were obtained as a result of document review were analyzed using the “Content Analysis” technique. According to the findings of the study, it is seen that values were attempted to be given to the students in Religious Culture and Ethics Course Books predominantly on the basis of direct training approach. In addition, value clarification approach, which allows students to explore and choose values of their own choice, was also tried to be utilized. Attempts were made to teach the values predominantly through reading passages based on knowledge and limited number of activities.

Implementasi Ajaran Ketamansiswaan Tri-Nga untuk Menanamkan Budi Pekerti Luhur dalam Perkuliahan Pendidikan Kewarganegaraan

The purpose of this research is to get better understanding about the implementation process of Tri-Nga to instill a sense of Nobel Character in Civic Education subject and student activities in implementing Tri-Nga to instill a sense of nobel character in Civic Education class. This is a type of qualitative research. The data of this study are gained from the activities of students who attend civic education class, which is implicitly delivering nobel character value. The instrument in this study is the research itself, which is supported by the interview guidelines, observation, and documentation. The data analysis technique used in this research refers to data analysis technique developed By Moleong. Data validity checking used is the degree of trust (credibility). The result of data analysis showed that the students have implemented nobel character by applying Tri-Nga theory in a good way. The development of nobel character was implemented in the Civic education class through cognitive moral approach, instillation a sense of value approach, and value clarification approach. Students’ activities in Tri-Nga implementation on Civic education class in which the students are aware of knowing it, realizing it and believing in it, would carried out the following moral values: 1). Possessing and developing tolerance, 2). Growing the self-discipline, 3). Developing work ethic, 4). Having a sense of responsibility, 5). Having a sense of being open to others, 6). Being able to think positively, 7). Developing self-potention, 8). Having togetherness and mutual cooperation, 9). Having mutual respect, and 10). Growing honesty.

VALUE DEVELOPMENT IN HISTORY LEARNING THROUGH PARIBASA AND BABASAN

This research derived from an anxiety that looked history learning as a subject that was very close with intellectual competences development. In fact, history itself ilustrated value experience which could give such a kind of wisdom, and more over the history also had a big value in it. So, it was thought that there was a need to have a right strategy to understand the value of history. One kind of value that could be internalized to students in history learning was Sundane local wisdom. Sundanese culture had various inheritances, for example was like oral literature (folklore) in paribasa and babasan. The problems in this research were how to identify the values of Sundanese culture in paribasa and babasan, and how the people could use paribasa and babasan in a process of value socialization and internalization, how those values could be applied in history learning. This research used a qualitative approach. It was divided in two phases, the first one was about folklore, and the second one was about naturalistic study on history learning process in the class. The result of this research was also divided in two parts. The first part was related to social values identification that could be extracted on Cireundeu Cultural Village pass through paribasa and babasan. Based on the result of the observation and interview with the villagers, they used paribasa and babasan which generally got the same point with the others Sundanese societies, so there was no specialty in Cireundeu. The main point was they still used paribasa and babasan in their daily life, especially when they counseled their children, interacted to each other, said euphemism critic, and taught Sundanese values to the young generations. Second, this part was related to paribasa and babasan’s value implementation in history learning on SMA Pasundan 1 Bandung. There were two approaches in this implementation, value inculcation approach and value clarification approach. This kind of history learning that put paribasa and babasan as a media of value inculcation passed through appreciation, self-identification, behavior implementation, and habit forming

Waarde-uitklaring: Trojaanse perd in Suid- Afrikaanse skole?

Value clarification: A Trojan horse in South African schools? This article entails an analysis of and a critical reflection on the value clarification approach to value-education. Questions that need to be answered are inter alia: Is value clarification perhaps an approach that offers an answer to the problem of moral pluralism in South Africa? What are the potential dangers of this approach? The origins of this approach are traced back to humanism, humanistic education and the human potential movement. It is suggested that the value clarification approach can lead to moral subjectivism, problem- and process-centredness and an overemphasis of personal emotions. Potential dangers of this approach for South Africa, where a lack of common values exists, are also highlighted. These dangers include individualism, relativism, narcissism, an egocentric “me first” attitude and the overall unacceptability of value neutrality in an educational situation, as well as of the absence of virtues and character and lack of recognition of social and historical concience. From a Biblical-educational point of view the approach of value clarification is unacceptable because of its humanistic basis. This article contains a warning for parents and teachers not to accept the value clarification approach to moral education as an easy solution to the moral threat in South African schools, but rather to see it as a potentially dangerous approach that could in fact contribute to the moral decline and erosion of authentic values.

Character Education: Removing the Barriers to Health Education Participation

Development of values, moral principles, and ethical standards has long been a part of American education, although the approach and goals have varied during different time periods. Currently there is a great deal of interest in a type of such education, termed “character education,” which is different from the values clarification approach that recently has dominated the field. Although the essence of character education is as old as education itself, its current “reincarnation” has aroused a great deal of interest, controversy, and attention. Health education, however, has been conspicuously absent from any dialogue about this emerging trend. The intent of this article is to stimulate health educator interest in character education, address barriers to participation, and support the need for professional involvement.

Music Therapy Values Clarification: A Positive Influence on Perceived Locus of Control

The purpose of this article is to document the influence of music therapy values clarification activities on assessed levels of locus of control. Two studies were conducted, using a total of 60 adolescent participants currently receiving rehabilitation services for chemical dependency. Participants in the experimental groups attended four 1-hour music therapy discussion groups, which were structured in accordance with the Values Clarification approach (Simon, Howe, & Kirschenbaum, 1978). Control group participants were provided alternate activities. The results of both studies indicated that song lyric analysis activities positively influenced the participants' perceived locus of control. Evidence suggests that the use of music therapy activities focusing on values clarification will allow adolescent clients to develop a positive, healthy attitude toward themselves and their recovery from chemical dependency.

Science Education and Moral Education

Abstract Science education and moral education are mutually relevant. An education in science provides the factual information necessary to apply and revise ethical principles. In addition, science education aims to achieve certain propensities, e.g. impartiality, that are identical to some of the goals of moral education. Moral education, in turn, gives potential scientists the necessary principles and propensities to make certain decisions in the context of discovery, in the acceptance of hypotheses and in the conduct of inquiry. Science education and moral education can be combined in various ways although some recent theories of moral education, e.g. the values clarification approach, and Matthew Lipman's philosophy for children approach, have neglected the potential of science education for moral education.

A Biblical Analysis of Values Clarification

The Values Clarification approach to moral education is examined and evaluated in this article in light of biblical teachings and principles as understood by evangelical Christians. Its basic assumptions and primary techniques are identified and the possible negative effects of its strategies indicated. Values Clarification morality, it is concluded, promotes situational ethics, humanistic over-optimism about human nature, and unreasoned decision-making. At root is a de facto denial of the existence of any set of God-given standards or absolutes as guides for right or wrong behavior.

Education Through Experience: Teaching the Jewish Political Tradition in the Summer Camp Setting

Current Theories of Moral Education There are two major approaches to moral or character education prevalent in American education today. The values-clarification approach focuses on the process of enabling students to understand the values they espouse and to clarify their personal hierarchies of value without regard to the content of the value system.

The Effects of Values Clarification and Moral Development Curricula on School-Age Subjects: A Critical Review of Recent Research

Currently, the two most widely discussed approaches to values education are the Values Clarification approach, originally espoused by Raths, Harmin, and Simon (1966), and the Moral Development approach, derived from the work of Kohlberg (Kohlberg & Turiel, 1971). Most debate and discussion about these approaches have been at a theoretical or conceptual level; relatively little discussion has dealt with the demonstrated effects of these approaches on students. A major reason for this is that research on the effects of these approaches has not been frequently or systematically reported. This review is an attempt to summarize and criticize recent research on these approaches. Although I hope this review will contribute new information and ideas for continued debate over the merits of these approaches, this article is not intended to compare the two approaches. In effect, this article is two separate reviews. They are both included in one article because the method of description and evaluation, described in some detail below, was the same for both sets of research. The review is organized into the following sections: first, a description of the methodology employed in obtaining, selecting, summarizing, and evaluating the studies; second, critical reviews of the research on each approach; and third, recommendations for future research.