Developing dilemma discussion method in akhlaq learning to promote student’s moral reasoning

Abstract: This moral reasoning study presents Islamic education perspective. In this literature study, I tried to present the concept of moral reasoning levels that Kohlberg compiled to be juxtaposed with al-Ghazali and other moslem scholars (ulama), and also examined its congruence, in order to be discovered its similarities and differences. This study will compare that moral reasoning in Ilmu al-Akhlaq had some levels as well as Kohlberg’s moral reasoning. The morals’ level; Awam, Khawas, Khawas al-khawas which refers to the concept of Tasawuf, the dimension of Islamic teaching, can be juxtaposed with the level of moral reasoning; Pre-conventional, Conventional, Post-conventional. The theoretical base of morals’ level Ilmu al-Akhlaq can be taken from the concept of taqlid (ittiba’) and ijtihad which comes from the Ushul Fiqh theory that can be matched with heteronomous and autonomous concepts in the cognitive moral theory which is being the theoretical basis of moral reasoning. Keywords—moral reasoning; Kohlberg’s theory; Islamic education perpsective

Abstract: This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

Abstract: Abstrak: Penggunaan metode pembelajaran moral yang sesuai akan lebih mampu meningkatkan pertimbangan moral mahasiswa. Penelitian ini termasuk penelitian eksperimen dengan desain eksperimen factorial 2 x 2. Subjek penelitian ini adalah mahasiswa fakultas Ilmu Tarbiyah dan Keguruan UIN Maliki Malang jurusan PGMI semester dua. Jumlah mahasiswa sebagai subjek penelitian adalah 159 mahasiswa, terdiri dari kelas; IIA, IIB, IIC,IID. Penentuan kelas yang menjadi subjek penelitian dilakukan secara acak, Prosedur acak dilakukan dalam dua tahapan, yaitu random selection dan random assignment. Penelitian dilaksanakan pada rentang waktu 8 kali pertemuan yakni 18 Maret sampai dengan 6 Mei 2013. Hasil penelitian menunjukkan bahwa (1) tingkat pertimbangan moral mahasiswa yang diajar dengan menggunakan metode diskusi dilema moral berbeda secara signifikan, bila dibandingkan dengan mahasiswa yang diajar dengan metode ceramah tanya jawab. (2) Tingkat pertimbangan moral subjek religiusitas tinggi berbeda secara signifikan, bila dibandingkan dengan subjek religiusitas rendah. (3) Tidak terdapat interaksi antara penggunaan metode dengan religiusitas terhadap tingkat pertimbangan moral mahasiswa. Abstract: The use of appropriate moral learning methods will be better able to improve students' moral considerations. This research is an experimental research with a 2 x 2 factorial experimental design. The subjects of this study were students of the Faculty of Tarbiyah and Teacher Training, UIN Maliki Malang, majoring in the second semester of PGMI. The number of students as research subjects was 159 students, consisting of classes; IIA, IIB, IIC, IID. The determination of the class to be the research subject was carried out randomly. The random procedure was carried out in two stages, namely random selection and random assignment. The study was conducted in a span of 8 meetings, namely March 18 to May 6, 2013. The results showed that (1) the level of moral consideration of students taught using the moral dilemma discussion method was significantly different, when compared to students taught using the question-lecture method. answer. (2) The level of moral consideration in the subject of high religiosity is significantly different, when compared with the subject of low religiosity. (3) There is no interaction between method use and religiosity towards the level of student moral considerations.

Abstract: I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self-Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal-Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research

Abstract: PrefaceAcknowledgementsIntroductionFrom Moral Discussion to Democratic Governance, with Joseph ReimerThe Just Community Approach: Democracy in a Communitarian Mode, with Joseph ReimerA Week in the Life of Cluster, with Joseph ReimerAssessing the Moral Culture of SchoolsThe Development of Cluster's Moral Culture, with Marvin BerkowitzThe Scarsdale Alternative High School, with Judy CoddingS.W.S.: A Second Perspective on Democratic SchoolingComparing Moral Cultures: Results and Case StudiesIndividual Moral Development as an Outcome of Democratic Schooling, with Marvin BerkowitzThe Just Community Approach in ProspectReferencesIndex

Abstract: (1977). Moral development: A review of the theory. Theory Into Practice: Vol. 16, Moral Development, pp. 53-59.

Abstract: Teachers are very good at providing excellent opportunities for children's learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning. The first edition of this book has been used widely and has now been revised to include updated information in the existing chapters as well as a new chapter which covers the area of learning difficulties and special educational needs.

Abstract: I ncreasing numbers of people across the ideological spectrum believe that our society is in deep moral trouble. The disheartening signs are everywhere: the breakdown of the family; the deterioration of civility in everyday life; rampant greed at a time when one in five children is poor; an omnipresent sexual culture that fills our television and movie screens with sleaze, beckoning the young toward sexual activity at ever earlier ages; the enormous betrayal of children through sexual abuse; and the 1992 report of the National Research Council that says the United States is now the most violent of all industrialized nations. As we become more aware of this societal crisis, the feeling grows that schools cannot be ethical bystanders. As a result, character education is making a comeback in American schools.