Jurnal Psikologi Pendidikan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
BAGAIMANA MENANAMKAN PENDIDIKAN NILAI PADA ANAK-ANAK ?
It is not easy to teach value education to children. Both educators and parents have to pay attention to and take account of children's development tasks. Children are different from adolescents and adults so that the diction used in teaching them values must be appropriate and suitable to their development tasks. Educators should understand children's physical and psychological conditions to teach them values. With respect to this background, this article attempts to investigate ways to inculcate values in children. Teaching value education to children cannot employ only one method but needs a variety of methods in accordance with their development tasks and must be done in a longitudinal manner. Children should recognize and understand what values mean and this should be done not only by formal schools but also by all involved parties including parents and the surrounding environment. The following will explain some methods to inculcate values in children in accordance with their development tasks. One of the methods that educators can employ is playing. Playing can be influential in inculcating values in children because it includes rules, discipline, autonomy, cooperation with groups, responsibility, and introduction to norms that they have to follow. Through playing, children will learn to recognize rules, discipline, responsibility, and autonomy, and to adapt themselves with the environment. Playing is an activity that helps children attain their full development in the physical, intellectual, social, moral, and emotional aspects. Besides playing as described above, the Living Values : An Educational Program (LVEP) method, another method that is being applied, is also presented in this article. The LVEP method is a program to introduce and inculcate values in children through telling stories, singing songs, having discussions, and doing activities that support to create the expected conditions. Meanwhile, the materials included in the program are the peace unit, the respect unit, the love unit, the responsibility unit, the happiness unit, the cooperation unit, the honesty unit, the modesty unit, the tolerance unit, the humbleness unit, and the unity unit. The materials are taken from the twelve universal values formulated by the UNO. Key words: value education, children
MENUMBUH-KEMBANGKAN KARAKTER KONSELOR PROFESIONAL : MENUJU TRADISI NILAI UNTUK DINILAI
According to the National Education System Law, universities as one of educational institutions have the mandate to shape the personal characters of their students. A personal character constitutes the process and product of the period when students are learning in an educational institution. Compared to private educational institutions, state educational institutions seem to be ashamed or afraid to explicitly publish the self-image of their "outcomes" under the brand names that they bear. BK FIP UNY is a brand name in the eyes of the community. So far, as educational institutition has not yet clearly depict the practical capability and personal characters of human resources who become its civitas academica as a specific characteristic "shaped" by BK FIP UNY. Character shaping is an inheritance of value tradition from one generation to the next, as a culture in academic atmosphere. The values to be made as tradition are universal principles which can cover its vision in the future. Inheriting those values cannot be left to the students alone, but it must be started from the top executive of the institution. In the process, it needs commitment of all involved parts, a sustainable system of inheriting the values, and high consistency and loyalty to cultivate the value tradition. As a result, this value tradition will be reflected in daily academic atmosphere and in a comprehensive personal character of all civitas academica of BK FIP UNY and turn to be a self-image with which we can be proud of if judged by the community. Key words : value tradition, brand image
MEWUJUDKAN INSAN INDONESIA CERDAS KOMPREHENSIF DAN KOMPETITIF
In the Opening (Preambule) of the 1945 Constitution, it has been stated that one of the Republic of Indonesia government's goals is to smarten the national life. Thus, if the goal is achieved, then output obtained is intelligent Indonesian figures. The question needs to be forwarded is: What is actually the meaning of "intelligent"? Can education be said qualified if it just guide its pupils to be intellectually intelligent? In other words, what intelligent Indonesian Figures are expected by this country? The Department of National Education in the long term of the 2025 Strategic Plan about Building National Education mentioned that national education vision in 2025 wishes to yield intelligent, and Competitive Indonesian Figures. What meant by "intelligent" here is comprehensively intelligent, including spiritual, emotional and social, intellectual, and kinestetic intelligent (the Department of National Education, 2005). The national education vision can be achieved through long education process at schools. As known that education is able to include both academic and non-academic education, so the development of the four kinds of intelligence and competitive characteristic can be included through education. Education strategy used can be done by means making inclusive goal aspects that is going to be achieved into coconcentric curriculum. It means that education materials provided from the kindergarten up to the high school, even to university always contain goal aspects that are going to be reached and be increased gradually both in content and concentration in the higher education degree. In addition, it is necessary to pay attention that the institutionalization of education goal aspects should be done as appropriate and balance without ignoring any roles of the aspects. In this matter, besides the relationships of inter-intelligence between physical one and spiritual one had to be balance and mutually support, then the relationships of intraintelligence, that is, between spiritual one, emotional and social one, as well as intellectual one should be appropriate and balance. Keywords : comprehensively intelligent, competitive.
PENDIDIKAN DAN KEKAYAAN MASA DEPAN (FUTURE WEALTH) DI ERA GLOBAL
Individual behavior will never be detached from its cultural contexts. Most (if not all) of the behaviors carried out by an individual are formed through the long process of learning in the place or environment where he/she grows up and lives. Models of behavior shown by the members of a community will also influence an individual behavior in that community. Values, norms, and habits in a certain culture will also affect parenting style. Besides, individuals also do some contacts with their cultural environment. In its interaction, an individual will manage to fit him/herself with the culture by means of "assimilating and/or adapting" micro cultures to macro culture. For this reason, we can understand a client thoroughly, perform appropriate assessments, and give interventions correctly, if we are able to understand the client in accordance with his/her cultural context. Concerning with this, Pederson affirms that "Since all behaviors are learned and displayed in cultural context, accurate assessment, meaningful understanding and appropriate interventions are done from the perspective of client's cultural context" . Implications of Pederson's statement towards counseling processes are: (a) In a counseling process, counselor needs to be aware that there is a process of cultural contact between client's culture and counselor's culture, which will be potential for the emergence of cultural biases (even though the client and the counselor both come from the same ethnic and culture). Therefore, a counselor should not be "cultural blind"; a counselor must be "cultural aware"; (b) Cultural differences will cause different perceptions, mind-sets, attitudes and values, and different ways of expressions in overt behavior as well. Therefore, a counselor needs to be aware of the biases emerging from the theory, technique, and approach used in counseling; (c) The use of psychological measuring tools (tests) in counseling as one effort for counselor to comprehend the client also needs attention. Have the measuring tools been constructed in accordance with the surrounding culture of the client? Have the emergence of cultural biases been anticipated as a threat to the validity of measuring tools? Counselors need to be "critical and wise" towards the using and meaning of results of the measuring tools. Measuring tools (tests) can be placed as one way, not the only way to achieve the objectives. Counseling process as one form of counseling services to clients, naturally, constitutes an encounter of cultures, i.e. the client's culture and the counselor's culture. Effective counseling requires counselors to be aware and sensitive of cultural differences. Key words : cross cultural counseling, cultural sensitivity
PENDIDIKAN MORAL DAN NILAI-NILAI AGAMA PADA ANAK USIA DINI: BUKAN SEKEDAR RUTINITAS
negative behaviors of children, such as uttering impolite expressions, imitating violent actions, imitating adult activities not yet suitable to be acted out by children, and even committing suicide, have been practiced by many children nowadays. This phenomenon emerges because children often inappropriately imitate what they see, so that they behave improperly to the local norms or regulations. Lack of education and attention from their parents or other adults around them also plays and important role to the appearance of the children's negative attitudes. The child period, especially the early ages from 0 to 8 years, is often called the golden years, during which various abilities and competencies grow and develop rapidly. Making the children accustomed to moral and religious values at this period will be very suitable; it will be deeply influential to the process of child development later. In some educational institutions designed for preschoolers, there are still many instructors trying to implement the moral and religious values by means of mere memorization in routine activities. As a result, the applied learning process is not quite well understood by the children, and thus not quite applicative. Consequently, the moral and religious values cannot be applied in the children's daily activities. In that case, the objective of educating moral and religious values is not achieved. Educating moral and religious values to children will be better if taught by means of familiarizing the values in their daily activities. The learning process does not necessarily take place inside the classrooms, but it is better to be applied in various natural activities of the children. Cooperation with the parents or custodians to apply the moral and religious values in the children's daily activities at home needs to be taken as well. Key words : moral, religious values, young children
PENDIDIKAN MULTIKULTURAL SEBAGAI ALTERNATIF PENANAMAN NILAI MORAL DALAM KEBERAGAMAN
One of the relevant issues to current condition is the diversity in society. This is the result of mobility and information stream which develops more and more rapidly. Foreign cultural values flow into the society, following the stream and give positive as well as negative impacts. This condition of diversity is often assumed as a threat for the unity of nation and state. Oftentimes, certain rules and regulations made as the responds to the diversity turn out to be a facility for the majority culture to dominate. The slogan of "Bhinneka Tunggal Ika" (unity in diversity) as an inheritance of the New Order era constitutes the case which shows how multi-cultures was incorrectly managed by disregarding multiculturalism itself. An assumption that diversity will endanger the wholeness of our nation becomes the reason to force the diversity be kept in an integrity and unity, which eventually leads to the existence of monoculturalism. Domination of the majority culture, the legacy from incorrect perception and management of Bhinneka Tunggal Ika in the past gives impact to various aspects of life in the present Indonesian society. The lack of comprehensive understanding for multiculturalism even causes moral decadence of the young generation. Such merits as togetherness, appreciation and respect to others, and mutual cooperation are vanishing. The arrogance due to domination of majority culture causes lack of understanding in interactions with other cultures or other people. This condition turns to become a challenge for education milieu to give more orientation to multicultural understanding. Schools, through the teaching-learning process, need to emphasize that diversity is a potential wealth and worth understanding, and should not be considered a negative aspect. Multicultural education is expected to be the solution for the problems of national moral degradation. Key words: diversity, multiculturalism, majority culture
PERAN INSTITUSI PENDIDIKAN DALAM PENGEMBANGAN NILAINILAI MORAL MELALUI SIKAP ILMIAH (SCIENTIFIC ATTITUDE)
Many complaints uttered concerning with the low ethics of students in the educational process, such as cheating in exams, data manipulation, plagiarism, and the phenomena of "˜jockeying' (cheating in exams by taking the exam for the benefit of somebody else). These divergences need to be responded by always empowering all components involved in the educational institutions to hold high the scientific attitudes in every process of education. Scientific attitudes is firstly hold up by always motivating all components involved in educational institutions to develop and satisfy the curiosity which is naturally a basic trait of human beings. This curiosity will lead to fundamental scientific attitudes such as being honest in recording factual data, perseverant in accomplishing tasks, open to scientific truth, and always putting first priority to the truth obtained by means of scientific method, critical in responding to every proposition, statement or opinion, and creative while carrying out an experiment or research. Besides, the individual will always be consistent to use logic and reasoning in understanding and solving his/her problems. The responsibility coming in line with satisfying this curiosity will make the individual put aside all the dishonest and deceitful attitudes. That is why educational institutions are hoped to be the main sources of facilities for individuals to satisfy their curiosity, and to provide democratic, open, non-authoritarian and supporting educational atmosphere for individuals to perform scientific activities such as observation, experiment, and research. Also, educational institutions are expected to play an important role as a medium for reinforcement of the growth of academic attitudes as well as an agent of socialization for the community to generate academic attitudes, so that the community will eventually feel responsible to hold upright scientific attitudes. Key words : educational institution, value development, academic attitudes
PERSPEKTIF FILSAFAT ILMU TERHADAP PSIKOLOGI BELAJAR ANAK DALAM PROSES MENCARI PENGETAHUAN
Science began from the human admiration to both large and small scopes of nature. Human being as rational animal is equipped with curiosity. The characteristic of curiosity can be seen at their childhood. With simple questions to ask is a sign of desire to start to learn and to understand the universe. To have philosophy is essentially a trip to remember any activity everyone had done and enjoyed in their childhood. One of the appropriate ways to go into philosophical world is to pay attention to the children's questions. There is simple truth, yet important. From children themselves, adults can find wisdom to educate them by stimulating their potention. A psychological study based on epistemological approach is a good and significant bridge for educators and parents to understand children in their philosophical questions as efforts to learn finding the truth through science and knowledge. Furthermore, consistent with the cognitive concept in Psychology of Learning, the way to give meaning on the responses we given to the children's questions should be understood as a causa of the response. Therefore, the use of reason and sensorial meaning in children will be formed early. One of the ways is giving opportunity for children to make identification on their own questions, namely by giving responses that can stimulate their thought. It is significant to develop their own ideas so that they will continuously grow in using thinking levels from the simple to complex ones. Keywords : epistemology, psychology of learning, knowledge, children
PERSPEKTIF NILAI DALAM KONSELING : MEMBANGUN INTERAKSI EFEKTIF ANTARA KONSELOR - KLIEN
A professional counselor is a figure that can perform as an example for the clients and society. The behaviors based on ethical principles are not limited to the counseling process but apply to all situations requiring them. Ethical issues become bases for counselors to always take account of morality, ethics, rules of law, professionalism, and service with empathy. In a counseling service, the counselor's position brings about logical consequences requiring personal wisdom to understand the client's belief and value system. In practice, a counselor often find a belief and value system different from, or even contrary to, his or her own. Such a situation makes a counselor face a dilemma whether he or she will accept the client's belief and value system or interfere with the client's. Some factors that can make a counselor behave appropriately in relation to the value perspective are that: 1) the counselor has a positive personal quality, 2) he or she is capable ofunderstanding ethical issues in counseling, 3) he or she has a cultural awareness in the multi-cultural context, 4) he or she can build an effective counselor-client relationship, and 5) he or she can understand the client's belief principles and value system. Keywords: value system, belief, counseling
discussion in this article starts from the emergence of a variety of problems and global issues such as violation of human rights, multi-cultural-ethnic-religious reality, life environment, world peace, violence phenomena, and drug abuse which indispensably make educational practitioners think about an appropriate educational system capable of facing challenges. Therefore, an educational system focusing on moral value internalization emphasizing the aspect of universal humanism is important. Such a system should be adjusted to our needs in order for us as a nation to be able to face every challenge. The past education was deemed to fail to create people capable of individualizing and participating. As a result, our educational outputs are not only poor in skill and intellectual capacity but also fragile in character and morality. A national problem arising is not only unemployment and alumni's poor capability but also a threat of moral decadence and criminality. The fact that the reform euphoria brings about effects on all aspects of the nation's life, initially directed towards substantial matters, shows that it still needs a long struggle to attain the reform objective. In fact, our nation needs not only characters with morality but also those with intellect, capable of thinking clearly and profoundly, idealistic and realistic, and having a long-term vision. Those with intellect are able to see the invisible, to see what is behind an emergent phenomenon, and to raise appropriate critical questions. Not all people are able to see a variety of moral problems that are usually behind emergent phenomena. The conclusion of this article is that to prevent moral values prevalent in society from extinction, the society itself has to transfer them to the next generation. A way to do so is education. Through education, the society teaches knowledge, concepts of live, norms, and attitudes in social life, and teaches how to behave in social life, nation life, and government life. Key words : nation, value education, character, moral
TELAAH KRITIS TERHADAP TEORI PERKEMBANGAN MORAL LAWRENCE KOHLBERG
The theory of moral development from Kohlberg has become a prominent theory and has been widely used to explain individual moral development, as well as a reference in designing the process of moral education. As a theory, Kohlberg's moral development possesses some strengths as well as weaknesses. Kohlberg divides human moral development into three levels and six phases. Level I is pre-conventional level, consisting of phase 1: Obedience and punishment- anxiety orientation, and phase 2: Egotistical naí¯ve/instrumental hedonism orientation. Level II is conventional level, consisting of phase 3: Good child orientation, and phase 4: Morality of maintaining authority and social regulations. Level III is post-conventional level, consisting of phase 5: Morality of social contract and individual rights, and phase 6: Morality of individual principles and conscience.Kohlberg's theory constitutes a classical theory of cognitive development, giving an emphasis on integrated characteristic. One strength of Kohlberg's moral development theory is on the phases of development themselves which make it easier for people to understand moral development. Besides that, this theory shows more on the cross cultural universality compared to other moral development theories. Meanwhile, some notes on the weaknesses of Kohlberg's theory are: 1) methodologically, the scoring procedure used in this theory is esoteric, subjective, and unstable, thus the results is rather unacceptable for some experts; 2) it is difficult to prove that there is consistent correlations between Kohlberg's moral development and one's moral attitudes. The theory proposed by Kohlberg cannot explain about moral excellence because its emphasis is on moral rationality and it tends to ignore character and moral features; 3) although it is considered more universal, the definitions of phases and assumptions on which the theory lays are cultural bias and ethnocentric; 4) the moral reasoning phase of Kohlberg cannot be applied equally between men and women; and 5) Kohlberg's choice towards one philosophical tradition brings about negative impacts, i.e.: (a) a rigid emphasis on law and fairness; (b) a moral concept which is limited to cognitive aspects, yet pays no attention to feelings, attitude and character, and (c) a failure in using phenomenological perspective from subjective morality experience. Key words : moral development, Kohlberg's theory