Contextual Teaching and Learning

Development of value and attitude

DEVELOPMENT OF VALUE AND ATTITUDE

Name : Rahmawati Theofani Diamanti

SPN : 09 312 405

Major : Physical Education

Class : PGSBI

Title : Development of Value and Attitude

E-mail Address : fanydiamanti@yahoo.com

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The Development of Learners
Rahmawati Theofani Diamanti


ABSTRACT

Lately, teens become phenomenal to be studied and researched by many, especially in
matters of morals and behavior, there are differences in morals and attitudes held by
adolescents in the present with the juvenile in the first, is what makes the reasons why
teenagers become the object of a phenomenal to research and assess. Teenagers in the first
period to put forward the moral and attitude compared to the ego (desire), so it appears in the
pattern of its actions in a mix of modesty, respect for older people, has a soft speech and
other. But instead, adolescents in the present to put forward his ego than the moral values and
attitudes, so that appears is the bossy attitude, do not want to be blamed though in a state of
guilt and did not want to respect others.

The occurrence of differences in patterns of adolescent attitudes and patterns follow the
present with the past adolescence can not be separated from the influence of globalization.
Ronald Robertson, said in Globalization, Social Theory and Global Culture, that globalization
is a characteristic relationship between the inhabitants of this earth is beyond the
conventional boundaries, such as state and nation. With this there is no barrier that can be
used as a boundary by a country with so it will happen acculturation (cultural mixing)
between the Western culture with the culture of Indonesia which has a difference in
fundamental. West is more to understand liberalism (freedom), they uphold freedom,
including freedom of expressing life, while Indonesia is more hold firmly to the values or
religious norms, which is believed to be hold on life. Fatal were teenagers at the present time
we are not able to filter (filter) Western cultures that can ruin their lives, all of our adoption
of Western culture as a value or norm in the conduct of life.

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INTRODUCTION

Adolescence is a period which is important because normally at this time someone is always
trying to find identity, time to break away from the parent environment. Obviously the values
in life is indispensable as a guide, grip or direction in finding ways to cultivate her identity.
Certainly the attitude of adolescents should be in conformity with the values and morals so
that certain behavior will manifest in a moral and everything he does in tune with the realities
that exist in the world around him. But it's not necessarily well established. Sometimes an
individual who at the time doing a disgraceful deed because he did not know that it was a
disgraceful act, or not in accordance with the norms that exist in society.
Our duty to improve the attitudes and patterns follow the pattern of our teens, the study of
"the development of moral values and attitudes in adolescence" becomes very important, as a
first step to creating a change in adolescents, by giving insight into the development of value
morals and attitudes in adolescence. That way we will examine is, How does the development
of moral values and attitudes in adolescence? And how youth can implement developmental
stages of moral values and attitude?
To that end, this paper will discuss about the development of values, morals and attitudes of
adolescents. Because of the moral value of actions is not always the case with a positive
relationship, given the level of emotion in the teenage years are still very unstable. Therefore,
the role of parents, teachers, friends and environment greatly affect.

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THEORY REVIEW

In the Indonesian dictionary, the value is the price, the rate intelligence. According to
Spranger, value is defined as an order which is used as a guide by individuals to weigh and
choose alternative decisions in certain social situations. Value is something that enables
individuals or social groups to make decisions about what is needed or as something to be
achieved. In developmental psychology learners book by Prof Sinolungan said the value is
believed to be a truth, trust and perceived usefulness, and is manifested in attitude or
behavior.
Thus, the normative value, a necessity which demands manifested in behavior, such as the
value of modesty and simplicity. For example, someone who is always being polite will
always try to keep the said words and attitudes so as to distinguish the actions of good and
bad.
In other words, the values need to be known in advance, then lived and driven by moral, then
it will form a specific attitude towards those values.

Fishbein (1975) defines emotional attitude is a learned predisposition to respond consistently
to an object. Attitude is the underlying latent variable, direct and influence behavior. Attitude
is not identical to the response in the form of behavior, can not be observed directly but can
be inferred from observable behavior consistency. Operationally, the attitude can be
expressed in words or actions that are a response reaction of his attitude toward the object,
whether it be people, events, or situations.

According to Chaplin (1981) in Dictionary of Psychology equate attitudes with the
establishment. Chaplin confirmed that the source of that attitude is cultural, familiar, and
personal. That is, we tend to assume that the attitudes that would apply in a particular culture,
as the individual was raised. So, there is a kind of collective (collective attitude) which
became stereotyped attitudes of certain cultural groups. Most of the attitude that lasted from
generation to generation within the family structure. However, some of the behavior of
individuals is also growing as an adult based on the individual's own experience.
Attitude is one aspect of individual psychology is very important because the attitude is a
tendency to behave so will a lot of coloring one's behavior. The attitude of every person is
different or varied, both the quality and type so that the behavior of individuals to be varied.
Importance of attitudes in the lives of individuals, encourage psychologists to develop

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techniques and instruments for measuring human behavior. Some types of attitude scales
have been developed to measure attitudes of individuals, groups, and to measure the mass of
public opinion as the basis for the interpretation and assessment of attitudes.
Stephen R. Covey presents three theories of determinism is widely accepted, either
individually or in combination, to explain human behavior, namely:

a. Genetic determinism (genetic determinism): the view that individual attitudes revealed
by the attitude of his grandparents. That is why, one has the attitude and nature of such
attitudes and the nature of his ancestors.
b. Psychic determinism (psychic determinism): the view that the attitude of individuals is
the result of fate, parenting, or parental education provided to children.
c. Environmental determinism (environmental determinism): the view that the development
of a person's attitude is strongly influenced by the individual's living environment and
how to treat the individual's environment. How does your boss / leader treated us, how
we treat our couple, economic situation, or the policies of government, all shaped the
development of individual attitudes.

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DISCUSSION

Development of Moral Values and Attitudes

According Danel Susanto, growth or development in adolescence is usually
characterized by several changes, as below:

1. Physical changes
Occur during adolescence that rapid physical growth and sexual maturation process.
Some of the glands that regulate the function of sexuality in this period has started to
mature and function. Besides, secondary sexual signs also began to appear on adolescent
self.
2. Changes in intellect
According to cognitive development made by Jean Piaget, a teenager has shifted from
the concrete-operational to formal-operational period. During the concrete-operational,
one is able to think systematically to things or objects that are concrete, while at the
formal operational thought he was capable of a systematic way to things that are abstract
and hypothetical. In adolescence, one also has to think critically.
3. Emotional changes
In general, teenagers are emotional. His emotions became unstable. According to the
traditional flow of which was pioneered by G. Stanley Hall, the change is mainly caused
by changes that occur in the glands hormonal. However, further scientific studies refute
this. For example, Elizabeth B. Hurlock stated that the influence of social environment
on emotional changes during adolescence greater meaning when compared to hormonal
influences.
4. Social change
In adolescence, a person enters a new social status. He is considered no longer a child.
Because of the physical changes of adolescence occur very rapidly so as to resemble an
adult, then a teenager too often expected to act and behave like adults. In adolescence, a
person tends to merge themselves in the 'peer group'. Social group which recently is a
safe place for teens. The influence of this group for their lives are also very strong, and
often exceeds the influence of the family. According to Y Singgih and D Gunarsah, a
group of teenagers are positive in terms of providing ample opportunity for teens to train
the way they behave, behave and conduct of social relations. But this group also can be

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negative when the bond between them became so strong that their conduct be
"overreacting" and channeled their energy into destructive purposes.
5. Changes in moral
In adolescence there is a change of control of moral behavior: from the outside to the
inside. At this time there are also changes of particular moral concepts into a general
moral principle in adolescents. Therefore, in this period can be expected of a teenager
has to have moral values that can underlie moral behavior. However, in adolescence, a
person is also experiencing shakiness of moral behavior. It can be said to be fair, so far
this shakiness morality not deviate from the prevailing, not so harmful to society, and not
sustained after adolescence ends.

Approaches In The Value Of Education
There are five approaches in the cultivation of values which are:
1. Planting approaches the value (inculcation approach),
2. Cognitive moral development approach (cognitive moral development approach),
3. Value analysis approach (values analysis approach),
4. Values clarification approach (values clarification approach), and
5. Learning approach to doing (action learning approach) (Superka, et al.. 1976).

1) Value Investment Approach
Planting approaches the value (inculcation approach) is an approach that gives emphasis
on the cultivation of social values in students. This approach is actually a traditional
approach. A lot of criticism in Western literature devoted to this approach. This approach
is seen not in accordance with the development of democratic life (Banks, 1985;
Windmiller, 1976). This approach ignores the rights of children assessed to freely choose
their own value. According to Raths et al. (1978) human life is different because of
differences in time and place. We can not predict the appropriate value for generations to
come. According to him, every generation has the right to determine their own value.
Therefore, the need to be taught to young people rather than value, but a process, so that
they can find their own values, according to the place and his time.
2) Cognitive Development Approach
This approach encourages students to think actively about moral issues and in making
moral decisions. Moral development according to this approach is viewed as a

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developmental level of thinking in making moral judgments, from a lower level to a
higher level (Elias, 1989).
Objectives to be achieved by this approach there are two main things. First, it helps
students in making a more complex moral reasoning based on higher values. Secondly,
encouraging students to discuss the reasons when choosing the value and its position
within a moral issue (Superka, et al.., 1976; Banks, 1985).
Cognitive developmental approach was first suggested by Dewey (Kohlberg 1971,
1977). Then further developed by Peaget and Kohlberg (Freankel, 1977; Hersh, et al..
1980). Dewey's moral development of children divided into three stages (levels) as
follows:
i. Phase "pre moral" or "pre conventional". In this stage a person's behavior is driven
by the insistence that physical or social nature;
ii. Phase "conventional". In this stage one begins to accept the value with little critical,
according to the criteria of the group.
iii. Phase "autonomous". In this stage the person acts or behaves in accordance with
reason and consideration of his own mind, do not fully accept the group's criteria.
Piaget tried to define the level of moral development in children through observation
and interviews (Windmiller, 1976). From the observation of children when playing,
and their answer to the question why they were obedient to the rules, Piaget came to
the conclusion that the development of cognitive abilities in children affect their
moral judgments
3) Value Analysis Approach
Value analysis approach (values analysis approach) gives emphasis to the development
of students' ability to think logically, by analyzing the problems associated with social
values. When compared with the cognitive developmental approach, one important
difference between the two that the value analysis approach is more emphasis on
discussion of issues that include social values. The cognitive development approach
emphasizes the individual nature of moral dilemmas.
4) Values Clarification Approach
Values clarification approach (values clarification approach) put an emphasis on efforts
to assist students in assessing their own feelings and actions, to increase their awareness
about their own values. This approach emphasizes the value actually owned by someone.
For adherents of this approach, values are subjective, determined by the individual based
on his own experience a variety of backgrounds, not determined by external factors, such
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as religion, society, and so on. Therefore, for the adherents of this approach is the content
value does not really matter. It is highly overlooked in the education program is to
develop students' skills in assessing process.
5) Doing Learning Approach
Learning approach to doing (action learning approach) gives emphasis on giving students
the chance to perform moral deeds, both individually and together in a group.
According to Elias (1989), although this approach also sought to improve the skills of
"moral reasoning" and affective dimensions, but the most important goal is to provide
instruction to students, so they are capable to influence public policy as citizens in a
democratic society.

Individual Differences In The Development Of Moral Values And Attitudes
Every individual has a difference in addressing the values, morals and attitudes, depending on
where the individual is located. In children there is a presumption that the rules are definite
and absolute therefore given by an adult or a God that can not be changed anymore
(Kohlberg, 1963). While the kids are older, they can negotiate the rules if everyone agrees.
In some teenagers and adults who obstructed his reasoning, they are simply guidelines to
avoid punishment. As for the second level of understanding that already exists to meet the
needs of a person's own interests must also think about other people. Individual differences
can also be seen on the background of his culture. So, there may exist individually or
teenagers who do not achieve the development of values, morals and attitudes and behavior
that is expected to him.

Development Effort Values, Morals And Attitudes Teens
Embodiment of values, morals, and attitudes do not happen by itself. Not all individuals
achieve the development of life values, development moral and behavior as expected. As for
the efforts that can be done in developing the values, morals and attitudes of adolescents are
the following:
a. Creating communication. In a communication preceded by the provision of information
about values and morals. Not only provide an evaluation, but also stimulates the child to
be more active in several conversations and decision making. In the family, friendship, as
well as organizations or groups. While schools such children are given the opportunity to
work or discussion groups. So that children actively participate in decision-making and

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responsibility. Children must not only listen but also be stimulated to be more active. For
example to include it in decision-making in families and assigning responsibility in a
group of peers. Because the values of life are learned then really grow when they have
been associated in the context of life together.
b. Create a climate of harmonious environments. Someone who learned the value of certain
life, and morals and then managed to have the attitude and behavior as a reflection of the
value of life is generally the person who lived in the neighborhood in a positive, honest
and consistent in behavior that is a reflection of the value of life.
For teens, the moral is a separate requirement because they're in need of some guidance
or direction in order to find its own way. These guidelines to foster self-identity, a
mature personality and avoid conflicts that always happened in this era. Religious values
need attention, because religion is also good to set bad behavior. So it can be said that an
environment that is more invites, invite, or a member an opportunity to be more effective
than an environment characterized by the presence of the prohibitions that are completely
restrictive.

Factors Affecting The Values, Morals And Attitudes

1. Family environment
Family as the first environment that influence the development of values, morals and
attitudes of a person. Usually a person's behavior comes from the teachings of his parents
built. People who do not have a harmonious relationship with their parents in childhood,
most likely they are not able to develop so that they are biased their super ego be people
who are often in violation of norms.
2. School Environment
At school, children learn the values prevailing norms in society so that they can also
determine where the action is good and don'ts. Of course, with the guidance of teachers.
Children tend to make the teacher as a model of deportment, therefore a teacher must
have good moral.
3. Environmental Relationships
In personality development, social environment factors also affect the values, morals
and attitudes of a person. In adolescence, usually someone always wanted to try
something new. And there is always a bad taste when friends reject the invitation. In fact,
sometimes a friend can also be used as a role model for him.

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4. Environmental Society
Society itself also has a critical influence on moral formation. Controlled behavior is
caused by the presence of control of the community itself which has its own sanctions for
offenders-offenders.

Relations Between Values, Morals, And Attitudes
Value is a basic consideration for the individual to something, the moral is a behavior
that should be done or avoided, while the attitude is position predict or the tendency of
individuals to respond to an object or set of objects as embodiment of the system of values
and morals in him. Value systems lead to the formation of certain moral values which in turn
will determine the attitudes of individuals in connection with the object of moral values and
such. With value system of the individual will determine which behavior should be done and
who should be avoided, this will appear in the attitudes and actual behavior as a manifestation
of the value system and its underlying moral.
For Sigmund Freud (Gerald Corey, 1989), which has been explained through the theory
of psychoanalysis, between the values, morals, and attitudes are one and undifferentiated. In
the concept of Sigmund Freud, the human personality structure that consists of three, namely:
1. Id or Das Es
2. Ego or Das Ich
3. Super Ego or Da Uber Ich.
Id contains the instinctive impulse, irrational, illogical, unconscious, amoral, and nature
meets the pleasure impulse that is directed to reduce tension or anxiety and avoid pain. The
ego is an executive of the personality of the commanding, controlling and managing an
individual's personality. Ego is the main tugs escort instinctual impulses with the reality of
the world around. Superego is the source of moral personality. Superego is the moral code of
an individual whose primary job is to consider whether an act is good or bad, right or wrong.
Superego attain the ideal things is not the real things, and pushing them towards perfection
rather than the direction of pleasure.
In its context the relationship between values, morals, and attitude is if all three are united in
the superego and someone who has been able to develop their super ego with good, his
attitude will likely be based on noble values and a certain moral rules that will manifest in
moral behavior. This can happen because the superego is already well developed to control
the instinctive impulses of the id which aims to meet the pleasure and satisfaction.
Development of the superego with the good, will also encourage developing ego strength to
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manage the dynamics of personality between the id and superego, so that his actions in tune
with the reality of the world around him.

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CONCLUSIONS AND SUGGESTIONS

Conclusion
Values, morals, and attitudes are a unity.
Value is a basic consideration for the individual to do something, Moral is a behavior
that should be done or avoided, and the attitude is the tendency of individuals to respond
to an object as an embodiment of the system of values and morals.
Development Effort Values, Morals, and Attitudes
Starting from a family
The school environment
ex: moral discussions (to stimulate cognitive development)
Peer Group
In Kohlberg's research says that children who have the participation of a wider peer
group moral development will be faster.

Suggestion
As for suggestions that can we say, after we evaluated the development of moral values and
attitudes in adolescence are:
1. Parents in the home must be responsible for their children education moral
2. Teachers in schools is also responsible for educating their students moral, not just smart
in science but must smart act and behave in (a certain character).
3. community must participate and prevent child amoral and immoral child support.
Efforts development of values, morals and attitudes are expected to make a person being
an individual is expected that through the creation of communication and the creation of
a harmonious environment.

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REFERENCES

J. P. Chaplin . Dictionary of psychology. University Park Press, 1979.

Prof. DR. A. E. Sinolungan, Drs., S. H. Psikologi Perkembangan Peserta Didik. Gunung
Agung. Manado 2000

http://data.tp.ac.id/dokumen/makalah+tentang+perkembangan+nilai+moral+dan+sikap

http://data.tp.ac.id/dokumen/perkembangan+nilai+moral+dan+sikap

http://episentrum.com/artikel-psikologi/tugas-perkembangan-remaja/

http://h4l1f.wordpress.com/2008/12/03/perkembangan-nilai-moral-dan-sikap-pada-masa-
remaja/

http://id.answers.yahoo.com/question/index?qid=20090908202731AAYcUfQ

http://id.shvoong.com/social-sciences/education/2009921-strategi-pembelajaran-afektif-nilai-
sikap/

http://id.wikipedia.org/wiki/Tahap_perkembangan_moral_Kohlberg

http://marabpisurya.blogspot.com/2010/05/perkembangan-nilai-moral-dan-sikap.html

http://samancer.blogspot.com/2010/05/perkembangan-nilai-sikap-dan-moral.html

http://sylvie.edublogs.org/2006/09/19/teori-perkembangan-moral/

http://www.4shared.com/get/eqV1Gxg3/ppd.html

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