scholarly journals Moral Reasoning and Political Leader Preference of Senior High School Students of a Private School

2020 ◽  
Vol 3 (2) ◽  
pp. 81-82
Author(s):  
Raymond P. Goyon ◽  
Carlos Eduardo I. Legaspi
Keyword(s):  
High School ◽  
Moral Development ◽  
Moral Reasoning ◽  
Peer Influence ◽  
Senior High School ◽  
Religious Community ◽  
Development Theory ◽  
Political Leader ◽  
Political Leaders ◽  
Leader Preference

Kohlberg’s moral development theory focuses on the thinking process that occurs when one makes a moral decision. Kohlberg had identified three stages of moral development: Pre-conventional, Conventional, and post-conventional. Moral reasoning, as perceived to be a factor in the decision-making, is a rational act guided by moral principles.  It is a subjective evaluation related to practical reasoning, where one justifies the idea based on how a person views various thing. Moreover, decisions rely on reasoning; moral reasoning is related to making a congruent decision when a person creates preference takes more courage in deciding whom to elect during elections. Voting preferences can be affected by certain factors such as peer influence, media influence, family influence, and church/religious community. Political leader preference is described as a judgment based on evaluations and observations through interaction with political content. It may also refer to a political or philosophical opinion on an individual pertained to be a candidate for leadership. Like the Senior High School (SHS) students, some new voters are easily swayed by some politicians. The purpose of this study is to determine the level of moral reasoning and the degree of preference for a political leader of SHS students when grouped according to sex, family monthly income, age, and church ministry involvement. Specifically, it also compares the degree of preference for political leaders when grouped according to variables and correlates moral reasoning and preference for political leaders. Likewise, it explores other factors that influence the political leaders’ preference.

scholarly journals Penalaran Moral dan Perilaku Menyontek: Deskripsi Tingkatan serta Korelasinya pada Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 88-97
Author(s):  
Friska Yuniar Nindi Pratiwi ◽  
Kusnarto Kurniawan
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Reasoning ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Senior High School ◽  
Correlation Technique ◽  
School Students ◽  
Psychological Scale ◽  
Senior High School Students

Based on the  preliminary  study, it’s known that cheating behaviour is major problem for the education sector. The aim of this research is examine the correlation between moral reasoning and cheating behaviour of senior high school students. Current research is quantitative research with correlational method. 282 samples were selected using proportionate stratified random sampling technique. Moral reasoning variable were measured using psychological scale based on the level of moral reasoning according to Kohlberg’s theory and cheating behaviour variable were measured using psychological scale based on cheating behaviour indicators. Data were analysed using Product Moment correlation technique. After analysing the data, the results revealed there is significant negative relationship between moral reasoning and cheating behaviour (r=-.265, p.05) among senior high school students indicating when moral reasoning is high then cheating behaviour is low, and vice versa. It is expected that the continuation of this research can find interventions to reduce cheating behaviour.

scholarly journals VALUES OF RELIGIOUS TOLERANCE IN ISLAMIC LEARNING MATERIAL OF MUSLIM MINORITY STATE HIGH SCHOOL

2018 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Sabil Mokodenseho ◽  
A. Fadzlur Rahman
Keyword(s):  
High School ◽  
School Environment ◽  
Senior High School ◽  
Religious Community ◽  
Learning Material ◽  
Religious Tolerance ◽  
Emotional Maturity ◽  
Muslim Students ◽  
North Sulawesi ◽  
Muslim Minority

It is inevitable that in a multi-religious community, there are conflicts often happening between people with different religions. Therefore, it is a need to identify the learning material to establish undesrtanding through interfaith activities. Thre reserach was conducted in State Senior High School 9 of Manado, North Sulawesi, Indonesia. This paper shows that school environment that is conducive for embedding values of religious tolerance. The realization of collaboration among the school community leads to the better tolerant life. These activities, non-Muslim students are participating and respecting each other. Muslim students are given times and direction for doing prayers such as dhuha as sunnah prayer and dhuhur and ashar as obligatory prayers. In fact, the result shows that that there has no conflict occurred which is caused by intolerance. Moreover, inhibiting factors of embedding process of values of religious tolerance in Islamic education in Public Senior High School 9 of Manado are, among others, levels of students’ capability and emotional maturity which are not similar, the lack of teachers of Islamic, Catholic, Hindu and Buddhist educations, as well as the place for learning Islamic lesson is still functioned as musholla.

scholarly journals Perbedaan perkembangan moral anak laki-laki dan anak perempuan pada usia Sekolah Dasar

2020 ◽  
Vol 15 (1) ◽  
pp. 41-58
Author(s):  
Aswatun Hasanah
Keyword(s):  
Elementary School ◽  
Moral Development ◽  
Moral Reasoning ◽  
School Age Children ◽  
Development Theory ◽  
School Age ◽  
Literature Study ◽  
Elementary School Age ◽  
Moral Principles ◽  
The Social

The moral development of elementary school children is all the thoughts, feelings, and actions that exist in the period of school harmony or intellectual time by showing some traits such as honest, fair, respectful, helpful as a reference in acting. In the development of these children, the social world, namely the interaction between peers who can strengthen the understanding of moral principles such as reciprocal, cooperation, justice, and welfare. However it is slightly different when talking about moral developments in boys and moral developments in girls in elementary school age. The purpose of this research is to examine the moral development of boys and girls at elementary school age. The focus of the discussion on this study was the moral progression of elementary school age children, the moral development of boys and girls at elementary school age. The study used a qualitative approach with a literature study method. The results of the study expressed rejecting the moral development theory of Lawrance Kohlberg which says the moral reasoning of the boys is higher than the moral reasoning of the girls. There is a difference in the moral development of boys with girls as follows: 1) in acting boys lacking manners than girls. 2) The level of the male discipline is lower than the level of the daughter's discipline. 3) The boys pay less attention to the sound of conscience than girls 4) boys more often do a statement of regulations that apply than girls. 5) The level of honesty of lower boys is female Adri. 6.) Boys love to fight, have trouble, and engage in problems. 7) Girls prefer to invite to play with friends. 8) The little boy likes to help other people's work than girls who like to help other people's work.

scholarly journals Preferences in Senior High School Tracks of the Grade 10 Students

2019 ◽  
Vol 15 (5) ◽  
pp. 167
Author(s):  
Jerald C. Moneva ◽  
Marsha H. Malbas
Keyword(s):  
High School ◽  
Peer Influence ◽  
Economic Status ◽  
Female Students ◽  
Senior High School ◽  
Family Influence ◽  
Male Students ◽  
Socio Economic Status ◽  
Financial Condition ◽  
Academic Grades

There are many influences that affect the preferences of grade 10 students in choosing a track to proceed to senior high school. Likewise, this study aims to identify influence of preference of a Senior High School track that is commonly encountered by the Grade 10 students in terms of Gender, Socio-Economic Status, Average academic grades, nature of parent’s occupation; and, strand and the level of influence of the respondent  to be associated with preferences in choosing a track in senior high school in terms of family influence-decision; peer influence; financial condition; and employability. The research tool was a survey questionnaire. The questionnaire is composed of respondent’s profile and 10 statements to be rated. The factors fairly influence preferences of the senior high school.   In terms of gender, male students consider their socio-economic status and their parent’s occupation as factors in choosing their track in Senior High School while female students consider their peers as a factor in choosing a track in Senior High School.

scholarly journals Financial Status, Parents Influence, Peer Influence and Self-Choice of Students in Selection of Strand in The Senior High School, Cebu, Philippines

2020 ◽  
Vol 10 (1) ◽  
pp. 350
Author(s):  
Aldrich Luigi C. Tortor ◽  
Rosalie L. Ohayas ◽  
Jerald C. Moneva
Keyword(s):  
High School ◽  
Peer Influence ◽  
Parental Influence ◽  
Senior High School ◽  
Weighted Mean ◽  
Chi Square ◽  
Financial Status ◽  
Mean Frequency ◽  
Complete Enumeration ◽  
Selection Of

Selecting a strand is a crucial act to every student in such way that they have to considered their financial status, parents and peer suggestion, and also their self-choice in acting on it. This study investigates whether financial status with self-choice; parents influence with self-choice; and peer influence with self-choice are having an association with each other in selecting a strand. 214 of students by complete enumeration answered the questionnaire on financial status and likert-scale for parental influence, peer influence, and self-choice and the data gathered been analyzed via weighted mean, frequency, chi-square and lambda in determining their association. The result shows that the financial status of students in school alone is inclined to self-choice in the selection of a strand but not with parental and peers influence in selecting a strand. In other words, parents and peers show no significant association with self-choice of students, though the influences of parents and peers are noticeable.

Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion

2010 ◽  
Vol 112 (3) ◽  
pp. 621-644
Author(s):  
Rhoda Cummings ◽  
Cleborne D. Maddux ◽  
Antonia Cladianos ◽  
Aaron Richmond
Keyword(s):  
Secondary Education ◽  
Moral Development ◽  
Moral Reasoning ◽  
English Literature ◽  
Development Theory ◽  
Education Majors ◽  
Education Students ◽  
Control Groups ◽  
Elementary And Secondary Education ◽  
Main Effect

Background/Context Results of the few studies that have investigated moral reasoning in education students suggest that such reasoning may be less advanced for them than for college students with non–education majors and that education students do not appear to advance in moral reasoning from freshman to senior year. Purpose The purpose of the present study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. Setting The study was conducted in undergraduate classrooms at the University of Nevada, Reno, a Western Land Grant institution. Participants Participants were undergraduate elementary (n = 94) and secondary education majors (n = 98) and undergraduate students majoring in English literature and philosophy (n = 42). Research Design The study was a quasi-experimental design. Data Collection and Analysis Undergraduate education students enrolled in four sections of an introduction to educational psychology course received interventions designed to advance moral reasoning. English and philosophy courses were chosen as control groups. Over a period of 5 weeks, students in the intervention groups were taught moral development theories and participated in online dilemma discussion. An additional 3 weeks were devoted to pretesting and posttesting activities. Results A 2 x 5 mixed analysis of variance (ANOVA; time by group) with repeated measures on time was conducted to analyze pre- and posttest2 DIT P-scores for all five subgroups. Significant increases in mean DIT P-scores were found for the elementary and secondary intervention groups but not for the control groups. Gains in both the elementary and secondary groups were maintained at posttest2 at the end of the semester, but there were no significant differences from posttest1 to posttest2. To determine the effectiveness of hypothetical versus real-life dilemma discussion on moral reasoning, a 2 x 3 mixed ANOVA (time by group) was conducted. The ANOVA main effect for time and the interaction were significant, whereas the main effect for group was not significant. Conclusions/Recommendations Results of the present study support findings of previous studies providing evidence that principled moral reasoning can be advanced by deliberate educational interventions. Future studies should investigate whether gains will be maintained over longer periods of time than a single semester and whether mere gains in moral reasoning scores translate to a broader range of moral behaviors.

Divergence in Moral Reasoning about Sport and Everyday Life

1984 ◽  
Vol 1 (4) ◽  
pp. 348-357 ◽  
Author(s):  
Brenda Jo Bredemeier ◽  
David L. Shields
Keyword(s):  
High School ◽  
Moral Development ◽  
Moral Reasoning ◽  
Everyday Life ◽  
Social Scientists ◽  
Basketball Players ◽  
Interactional Model ◽  
Moral Context ◽  
Life Context ◽  
Unique Context

The observation that sport represents a unique context has been widely discussed, but social scientists have done little to empirically examine the moral adaptations of sport participants. In the present study, the divergence between levels of moral reasoning used to discuss hypothetical dilemmas set in sport and in everyday life contexts was investigated among 120 high school and collegiate basketball players, swimmers, and nonathletes. Protocols were scored according to Haan’s interactional model of moral development. It was found that levels of moral reasoning used to discuss sport dilemmas were lower than levels characterizing reasoning about issues within an everyday life context. Findings were discussed in terms of the specific social and moral context of sport experience.

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