Model of Moral and Religious Learning for Early Childhood

Constructivist Oriented

Sa’dun Akbar

, Eny Nur Aisyah

, Lenita Puspitasari

Lecturer of KSDP FIP, Early Childhood and Dikdas PPS UM, Malang, Indonesia

Lecturer of PGPAUD UM, Malang Indonesia

University’s student of Dikdas PPS UM3, Malang, Indonesia

Keywords: Moral Value Learning, Constructivist Learning.

Abstract: Learning of religious and moral values is a learning that emphasizes the growth of self-awareness in behaving

and behaving according to religious teachings and moral values that are upheld by society. Learning with

constructivist approach is seen as the right way to foster self-awareness. This qualitative study with the design

of this literature study succeeded in constructing the conceptual model of learning of religious and moral

values for Early Childhood with constructivist approach. It is recommended that this model be included as a

teaching material for the Course on Development of Religious and Moral Values for Teachers of Early

Childhood Teacher Education.

1 INTRODUCTION

Learning of religious and moral values is basically a

facilitation effort undertaken by the learner (educator)

to the learners (learners) in order to occur

internalization of goodness values according to the

teachings of God which is upheld by the society in

self-learners meaningfully. Based on observations

made by researchers at some kindergartens (TK) and

Early Childhood Education (PAUD) in Malang found

the fact "there are still many teachers who have not

mastered how to learn values and character for early

childhood. The results of the research interviews with

the kindergarten teachers who are currently studying

at the UM Postgraduate are mostly admitted that they

have not really understood how to teach religious and

moral values to young children. Their understanding

of how to teach values and characters is relatively

low.

The finding of low understanding of Kindergarten

teachers about moral value learning has implications

for the choice of learning approach. The results of

observations that researchers do in some TK / PAUD

in Malang, there are many teachers TK / PAUD in

Malang that teaches the value of religion and morals

with a cognitivist approach (by lecturing, telling

stories, and giving advice) which is dominated by

teachers. In fact, found among the kindergarten

teachers who still use the behaviouristic approach that

tends to ignore the internal strength that exists in the

students themselves. The educator acts as a powerful

external controller by providing threats, punishments,

and rigid rules for the learners. They lack the

opportunity to learners to experience, practice, and

reflect on their learning experiences. Learning

practice still impressed teacher centre and less

meaningful.

The learning process of religious and moral values

in TK / AUD that tends to be cognitivist and even

behaviouristic have implications on the behaviour of

learners in TK / AUD. It was found that even though

the kindergarten teachers had given lectures,

storytelling, invited the children to sing, and advised

the AUD but did not significantly affect the changes

in the good character of AUD. The learning process

of religious and moral values for the AUD seems less

effective in achieving learning goals.

Among the evidence of ineffectiveness of learning

moral values of this is still a behavioural symptom,

for example: when a learner who accidentally met

teachers outside the school, according to the values

and norms that apply should learners behave by

greeting or if possible shake hands the teacher. But

with the fact that there is now, among them even

pretend not to see or even someone to leave. This

shows that the attitudes and behaviours shown are

still not quite right. They behave well because there

Akbar, S., Aisyah, E. and Puspitasari, L.

Model of Moral and Religious Learning for Early Childhood Constructivist Oriented.

DOI: 10.5220/0008407900700077

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 70-77

ISBN: 978-989-758-391-9

is supervision from the teachers in the school

environment. The behavioural changes are still

mechanical that tend to be determined by external

forces (teachers). When they are out of school, they

will behave according to their own will because there

is no supervision from the teacher. The application of

constructivist learning in the cultivation of religious

and moral values needs to be further enhanced.

Through constructivist learning there are

opportunities to help accelerate the process of

internalizing religious and moral values in learners to

direct their behaviour in their religious and social life.

Based on the results of a research by (Riyanto and

Siroj, 2014) which states that learning using a

constructivist model approach can improve student

learning outcomes and logical reasoning. It can

certainly be said that the constructivist approach is

better than the conventional model that is often used

by teachers. Based on the background of the above

problems, it is deemed necessary to review the use of

approaches in the practice of learning religious and

moral values for the AUD through Literature Studies

on the method of learning religious and moral values

for AUD towards a constructivist approach. As for the

focus of this research is how the learning model of

religious and moral values for AUD through

constructivist approaches.

2 METHOD

This study uses a qualitative approach with the design

of Literature Studies. The process of study is done

with steps: First, qualitative study through

observation of moral value teaching practices in some

TK and PAUD in Malang and Interview with some

kindergarten teachers in Malang. This study focuses

on problem identification and needs analysis of

learning models of moral values for early childhood.

Second, researchers conducted a search of various

literatures that became references to education in

values and characters. The objectives of this study are

(Dewantara, 1977) Adab Education book, (Lickona,

1992) Educating for Character book, (Akbar et al.,

2015), books on Early Childhood Moral

Development, books Living Values Activities for

Children Ages 3-7 Years (Tilman and Diana, 2007)

and several other recent scientific works on character

education in various journal journals. The focus of

this literature study is to find constructivist oriented

character learning principles.

Third, based on the findings of qualitative studies

and literature studies, the researchers constructed a

conceptual model of moral-based values learning

through a Constructivist Approach for Early

Childhood (AUD).

3 RESULT AND DISCUSSION

Researchers found that many of the TK/ PAUD

teachers in Malang who teach religious and moral

values tend to use a cognitivist approach dominated

by storytelling, singing, lecturing and advising young

children. Even behaviours that tend to ignore internal

factors such as interest, desire, willingness of the

AUD, even prohibitions and punishments that are less

educational.

Another finding is that many of TK / PAUD

teachers in Malang do not understand the substance

and methodology of value and character study. This

lack of understanding and methodology of value

learning has implications for improper religious

and moral values teaching practices that make

learning less meaningful. What the AUD study is less

functional for its social life. Constructive learning

principles and models tend not to be implemented in

AUD learning practice.

The results of the literature study show that values

and morals are two words that are often used at the

same time. Values are considered important because

values can make a person have self-worth (self-

esteem). When a person has good value or self-

esteem, then indirectly someone around him will be

able to appreciate it, and vice versa when someone

does not have self-esteem, then others around him

will not appreciate it as he cannot appreciate herself.

Early childhood education at the early childhood level

is needed to form a strong character to face challenges

in the future. Field facts show that the age of PAUD

children is very potential in character building and the

cultivation of good character values.

According to (Darmadi, 2012) moral aims to help

students recognize values and place them in the

context of their entire lives. Moral can help students

to be able to behave and behave based on what is in

their surroundings. Whereas value is everything that

is valuable. According to him there are two types of

values, namely the ideal value and the actual value.

Based on the results of interviews with PAUD

teachers the ideal value is the values that become

the aspirations of each person while the actual value

is the value expressed in daily life. Whereas religion

is something that is owned by each individual through

a combination of innate potential from birth with

influence from outside the individual.

According to (Permendiknas, 2009) on Early

Childhood Education Standards concerning religious

Model of Moral and Religious Learning for Early Childhood Constructivist Oriented

and moral values is about the foundation of early

childhood basic philosophy and religion, basically

should be based on the values of philosophy and

religion held by the surrounding environment and

religion that he embraced. Religious teaching is seen

as a unified whole, every what is taught has value.

The four basic values in the teaching of religion are

the first material value is the amount of religious

values taught, the two formal values are the value of

formation associated with the students' absorption of

all the materials it has received, the three functional

values are the relevance of the material to daily life,

the four values essential is the intrinsic value of

religion that teaches the essential life so life does not

stop in the world only but the life continues in the

afterlife.

Value education in AUD can be delivered by

direct or indirect methods. Based on the results of

field observations the direct method began with the

determination of behaviour that was considered good

as an effort to indoctrinate various teachings. The

indirect method does not begin by determining the

desired behaviour but by creating a situation that

allows good behaviour to be practiced. Learning

moral values is basically the process of internalizing

values. Value learning means the process of

cultivating values (what a person values) and with

what is valued is what controls or directs one's

behaviour. Successful learning of moral values is a

facilitation process that is able to convince students

of the importance of good values (good character)

needed to live a life with society.

Good character is basically an embodiment of

knowledge, values that encourage willingness,

attitude, and skills in an integrated manner in good

form. For this reason, the integration of cognitive,

active, affective, and psychomotor aspects in the

learning process becomes very basic. For that reason,

the over cognitive learning process or over affective

or over psychometric learning is certainly not

appropriate. Because learning moral values does not

stop at knowledge about good behaviour, but it must

arrive at students to behave well. For this reason,

learning moral values should tend to be centred on

students (student centred), active learning, and

constructivist.

The results of literature studies found principles in

the learning of values and character. The principles

are that in value learning should involve the

principles of Ngerti, Ngroso, and Nglakoni

(Dewantara, 1977). The principle can apply when the

learning process is done by the process of

experiencing (pelakonan). By "experiencing" learners

can grow knowledge, can be honed feelings, and able

to do it. (Lickona, 1991) states that value learning

should involve all the elements of character. The

elements of character according to (Lickona, 1991)

are Moral Knowing, Moral Feeling, and Moral

Action. Abdullah Gymnastiar states that

akhaqulkarimah (noble character) is built through a

process of learning that involves the mind (think),

remember God (dhikr), and strive by doing

(endeavour). The integration of learning process that

combines thought, dhikr, and endeavour that is able

to make someone virtuous (Akbar, 2007). These

principles are in line with constructivist learning.

Constructivist learning is a facilitation process

carried out by educators to students by providing

facilities to students so that they can learn on their

own easily. This is in line with the results of

interviews with PAUD teachers in the learning

facilitation process which allows students to be able

to build their own knowledge, values, attitudes, and

good behaviour easily. For this reason, elements of

constructive learning are: (1) active students from

within themselves; (2) the teacher facilitates the way

students experience learning through the use of

resources, media, models, assessments that make

students aware; (3) there is a reflection process

that is able to foster self-awareness to do, and (4)

messages of moral values.

Among the learning models of value (compliance

and cooperation) are Triprakoro models that have

been constructed and tested on learning in elementary

school (Akbar, 2012, 2013, 2017) that is learning

model of values and characters performed with the

steps: (1) Clarification Technic, (2) learning

experiences in situations contrary to the values

taught; (3) Reflections on experience in situations

contrary to the values taught; (4) think problem

solving; (5) problem-solving practice by

experiencing learning according to the values taught;

(6) reflection on the problem-solving process of

learning according to the values taught; and (7) moral

messages. The results of this Triprakoro model test

proved to be very activate learners, foster self-

awareness, and very effectively able to achieve

targeted learning objectives (Akbar, 2012, 2013).

Learning is basically an internalization process.

(Bohlin, Farmer and Ryan, 2001) states that the

internalization process will run effectively when the

learning process is carried out through a cycle

process, namely; Understanding, Action and

Reflection. When linked to learning moral values,

students need to understand certain moral values,

practice moral values in real life, and reflect on

rethinking the act of practicing moral values to foster

moral awareness. This is supported by the results of

ICLI 2018 - 2nd International Conference on Learning Innovation

observations in the field that the practice of moral

values in real life and always reflecting on PAUD will

make students accustomed to habituation by the act

of practicing moral values to foster moral awareness.

Based on the results of quantitative studies and

literature studies above, how about learning moral

values in early childhood. The world of early

childhood is playing, singing, adventuring, and

telling stories. For this the following constructed a

model of life-based moral values for early childhood.

Learning model is a patterned learning step to achieve

specific learning objectives. Alternatively, the

learning model is the pattern that is followed in

designing a particular learning experience to achieve

a particular learning objective.

Constructivist Learning Model for Early Moral

Values Learning based on Values of Life. The moral

values based on the values of life referred to here are

the values of kindness appreciated by society.

Because the future tendency of this community is

increasingly global and erratic, it is based on life-

based moral values here such as: value of

cooperation, appreciation, love of peace,

responsibility, and others.

The model of moral value learning with

constructivistically conceptual approach is presented

consecutively: how the formulation of learning

objectives, the steps, supporting learning tools, social

system, and its direct impact and participation.

First, the formulation of learning objectives.

Learning objectives should be directed towards high

level, high-order, and high-order skills skill

(HOTS) and High Order Psychometric Skills

(HOPS).

Second, the learning steps (Syntax) are patterned

as follows:

 Apperception and preparation of the situation

entry on learning certain moral values (e.g.

Cooperation).

 Lessons on Certain Moral Values (Example:

Cooperation) through:

a. Play with the game (Cooperation).

b. Share Criteria (Fairy Tale) with the theme of

Cooperation.

c. Sing with a Cooperation-themed singing

song.

d. Colouring drawing or drawing with

collaboration-themed drawings.

e. Exploring past experiences of students in

Cooperation.

f. Conversation Moral AUD Dilemma.

 Reflection (Re-Thinking) with the help of

questions that lead to the construction of

knowledge, attitudes, and cooperative practices

for AUD learner.

 Moral messages of the importance of certain

behaviours and behaviours (e.g., cooperation).

Third, System-Supporting Devices Model. For the

purposes of learning planning (e.g. cooperation) this

model needs to be equipped with tools such as:

cooperation game scenario, story Text / Tale with the

theme of cooperation, Cooperative-themed Song

Text, Tasks creating drawings / or colouring themed

drawings Cooperation, then, a reflection guide, a

conversational Text about a certain Moral Dilemma,

and ending with the giving of moral messages.

4 SUB DISCUSSION

The findings of research which states that there

are still many TK/ PAUD teachers who teach

religious and moral values with cognitivist approach

even behaviouristic trigger thinking about the

importance of change of learning approach toward

constructivist. The phenomenon of the number of

children who know the values of good that people

appreciate but they are less willing to carry out the

goodness is a proof that over cognitive learning is less

appropriate for the learning of religious and moral

values. Another phenomenon is that cognitively many

children know about good behaviour and where bad

behaviour, but they are lazy to do well. Many children

are just about to do certain goodness when told by

others their behaviour is driven by external forces.

This phenomenon is also proof that the learning of

religion and moral values with behaviouristic

approach in view of less effective because less able to

grow self-awareness of learners to do goodness in the

middle of society, so that need to shift learning of

religion and moral value towards learning with

constructivist approach.

Constructivist approach is a way of learning based

on the philosophy of constructivism is a philosophy

of knowledge that states that one's own knowledge is

built by the person concerned. Among his radical

views is that knowledge cannot be transferred.

Cannot be transferred because of the changing nature

of knowledge, there is a schemata factor that

influences new knowledge received by learners. A

person's knowledge is built by the person concerned

through his or her learning experience in real life

situations. In constructive learning the role of the

learner (educator) is as a facilitator i.e. the person

whose job is to provide easiness in learning process

Model of Moral and Religious Learning for Early Childhood Constructivist Oriented

learners so that they can learn by themselves

easily. The purpose of constructive learning is that

learners can learn how to learn.

Costructivistic learning is a learning which

emphasizes more on the process and freedom in

exploring knowledge and efforts in constructing the

experience that is owned or acquired. In constructivist

learning, educators do not determine the discussion in

accordance with what is desired by the educator. But

the educator has the duty to help students construct

what is in their minds and want to be solved. This is

in line with the opinion of PAUD teachers who stated

that constructivist learning of students is given the

freedom to determine the subject or material they

wish to discuss on that day. For example, coinciding

with that day there was one friend who did not enter

because of illness. So the discussion on that day is

about what kind of attitude or behaviour is done when

there is one good friend. For example by visiting, or

even ignored as if nothing happened. In this case

students are required to be able to find their own

problem solving.

Constructivist learning helps learners to be

more critical thinking and also to be someone who

is not satisfied and always trying to solve problems.

The ability of reasoning learners will be seen when

they try to solve existing problems. Constructivist

learning can be used to educate learners about

religious and moral values. Because with this learning

learners will be required to be more creative and

always responsive in the face of an event.

Value is a price that can be interpreted that the

value has a very important meaning in the life of

society and in the educational environment. Through

constructivist learning learners are expected to

determine their own values that deserve and can be

done while in the scope. For example, when within

the scope of the school, values that are upheld by the

school should be done like a well-dressed, respectful

teacher, and so forth. So learners learn not only with

something that is always provided by educators, but

they also learn from the environment and also

experiences that they previously obtained.

In constructivist learning an educational

institution including PAUD does not limit the

knowledge gained by students. But students are

directed to be able to obtain information or

knowledge through what they find themselves. So

that in learning an educator only serves as a facilitator

to develop what students want to know.

For example want to improve moral values about

the politeness that exist in the school environment.

What attitude should a student do to the teacher when

speaking? Whether by using harsh language and

shouting or with a polite and polite language. Most

when talking to teacher’s still use language that is less

polite and with inappropriate diction selection. The

use of contemporary languages such as OTW,

hanging out, cyin, beb, and many others. The word

should not be spoken to the teacher until finally

spoken. Then what should be done by a learner in

order to be able to say or communicate well to

teachers or educators. Something that can be done is

to maintain a proper attitude or behaviour and

deserve to be in the word in communicating with

the teacher. Understanding of manners uploads,

etiquette is essential in the communication process

undertaken by a student or learner with a teacher as

an educator. If a student can position himself in

accordance with the environment and can act on his

own consciousness (not because of the awareness of

others), then the predicted politeness will be able to

run well and in accordance with expectations.

The formulation of objectives in the learning

model should be directed to high levels of cognitive,

affective, and psychomotor achievement. It is this

achievement target of high taxonomic education

levels that will enable the active learning process to

occur. These three educational fields need to be

integrated because certain (character) behaviours are

a combination and synergy of the three educational

taxonomies (cognitive, affective, and psychomotor).

In this process of moral value education all three need

to be achieved in an integrated manner. Determining

learning objectives at the high level of achievement

(HOTS, HOAS, and HOPS) will enable an active

learning process. These three educational fields need

to be integrated because certain (character)

behaviours are a combination and synergy of the three

educational taxonomies (cognitive, conative,

affective, and psychomotor). This is in line with the

opinion of (Maor, 2000) which states that the

constructivist approach to teaching and learning

practices classroom teachers and helps students to

develop high-level learning skills. This is in

accordance with the results of the observation that

students overcome learning difficulties so that the

teacher as a learner needs to design learning activities

from the environment around the students. In learning

activities like this, it is expected that students will be

more critical in exploring their knowledge and

constructing their own understanding of the existence

of information presented.

Apperception activities are done by associating

new learning experiences with past learning

experiences. A person’s schema (a set of knowledge,

values, and past learning experiences) is believed to

greatly affect a person's perception or perception

ICLI 2018 - 2nd International Conference on Learning Innovation

when a person experiences a new learning.

Constructivism view states that changes in behaviour

(character) a person is determined by the perception

or appreciation of a person in a particular learning

situation. (Akbar, 2013) states that apperception

activities can deliver learners to be ready to enter new

learning experiences so that they are better prepared

for learning; learning becomes more meaningful

because the students' schemata are connected with

their new experiences.

The learning steps in PAUD described above are

the results of research and literature studies conducted

by researchers, the basic principle of which is to

involve students directly in the real life situation of

children (playing, singing, telling stories, and

conducting concrete learning activities) so through

their direct learning experience they can construct

knowledge, show attitudes, and behaviours

significantly in the learning process. Students' real

behaviour can be observed in the series of learning

steps designed. Thus authentic assessment will be

easy to implement, the principle of assessment of

values, attitudes, and character beliefs can be carried

out properly. These steps allow it to be able to bring

up not only the good character of the students but it is

possible, for example, if there are still doubts about

the moral values being taught, or negative moral

attitudes, or poor behaviour according to moral

standards, an educator can do feedback (improve

attitude and character) through the process of active

learning further. Authentic assessment of learning

values and characters is not to justify whether

children are included as good people or include bad

people, nor for class upgrading but so that the

educator as a facilitator can feedback immediately.

Reflection activities undertaken in the learning

process listed in the model steps are fundamental.

Reflection is a re-thinking of the learning

experience that learners have just learned to take

wisdom, to pick up the pearls of wisdom from the

learners' learning experiences. Reflection can sharpen

feelings, so it becomes a powerful force to foster self-

awareness of learners to behave and behave for the

better. This is according to findings (Bohlin, Farmer

and Ryan, 2001) that for the process of internalization

of value can run effectively then the learning should

be done cyclically through the process of

understanding, action, and reflection. Triprakoro

model that combines the principles of ngerti, ngroso,

nglakoni which has been proven very effective to

achieve the objectives of learning compliance value

(Akbar, 2013) and the value of cooperation (Akbar,

2012) in the learning steps there is also Reflection

step.

Constructivist learning in PAUD can be

interpreted as learning that activates students. This is

in line with the findings of (Rahman, 2015) which

states that learning enabling learners is a learning that

has three steps, namely: (1) recognition, meaning that

in the learning activities conducted a perception and

provide motivate learners in learning activities.

Apperception and motivation activities in learners are

perceived to create and create positive character

values such as learners to be enthusiastic in learning

activities that trigger the value of hard work,

responsibility in completing tasks; (2) core activities,

can be interpreted with all teaching and learning

activities are planned and done in accordance with the

planning RPP that has been made. Core activity is

very possible to create character value in learners, for

example, when learners are required to solve

environmental problems around the school, learners

will actively seek the right solution in decision

making either individually or in groups; (3) closing

activities can be interpreted as activities at the end of

the learning both drawing the conclusion of learning

and evaluation test. Activities draw conclusions and

evaluations can also trigger learners to participate

actively in drawing conclusions and can raise the

value of honesty in the test activities. Learning that

activates learners, is not limited by the cognitive

aspect alone but can also bring the affective aspect

(attitude). Affective aspects (attitudes) built by the

students themselves will be able to trigger himself to

take decisions in determining attitudes. Attitudes that

arise from within these learners who will later

become a good character if always trained, carried out

continuously. Constructing the learners’ learning

experience actively feels very effective for learning

activities at school.

(Agboola and Tsai, 2012) states that character

education is not a slogan or a course, but a value that

is intentionally instilled every day in the school

environment. The function of the school area itself is

to be able to practice character education well and can

also be done outside of school. This is certainly in

accordance with the results of an interview with

an early childhood teacher who believes that the way

of planting values for students is inseparable from the

function and benefits of the school area as a place for

character building. Planting the character values will

be well implemented if it appears in students, one of

them is through constructivist learning activities.

Constructivist learning can provide direct experience

to students both in learning activities and with

exemplary activities carried out at school

consistently. Planting good character values can be

practiced with careful planning, carried out according

Model of Moral and Religious Learning for Early Childhood Constructivist Oriented

to planning and evaluating for improvement activities

and strengthening values that have not yet or less

emerged.

Learning can be understood as a process of

understanding learners so that they experience

behavioural changes. According to constructivist

theory, the learning experience is obtained through

experience experienced by the learners themselves.

Therefore, the teacher's position acts as a facilitator

and creates a good learning experience for learners.

The learned burials should emphasize the cognitive,

affective, psychomotor aspects. (Scheer, Noweski

and Meinel, 2012) say that in constructivist learning

activities require design and learning concepts

oriented to the competence of collaborative learning.

Because the participation and involvement of learners

is an important characteristic of constructivist

learning. Teachers as facilitators need to facilitate

learners in proposing problem or project challenging

statements. This is in line with the opinion of (Loyens

and Gijbels, 2008) which states that constructivist

learning often emphasizes the psychomotor aspect.

Teacher's position in the learning activities is to direct

and control the learning activities in accordance with

the competencies achieved by learners.

The system of model support devices in the form,

for example, as mentioned above, should have the

value content and learning character of the moral

value that is learned. Support systems in the form of:

game scenarios, song texts sung, shared story texts,

dance moves being held, and explorations of past

moral value learning experiences, matters of moral

dilemma discussed, should contain the moral values

being learned.

The moral messages presented by the teacher

become reinforcement at the end of the lesson so that

learners become more impressed, and that they are

more aware of the importance of living the life they

live in everyday life. Therefore, in order to stay

focused on the religious and moral values being

taught, moral messages need a morality that is

compatible with the religious values (KI-1) and social

values (KI-2) that are being learned and adapted to

the theme of being a binder learning on a particular

day, because in general learning in kindergarten /

early childhood is done with thematic-themed

learning.

The cultivation of moral values in the AUD is not

taught on a particular subject, but is integrated into a

theme or learning activity. So the moral value

learning does not stand alone.

Learning activities can be started from exemplary

by adults around the environment of learners and

habituation activities that have been planned by the

school. (Aplin, 2007) finds the fact that moral

education in Australian public schools is not taught

entirely in learning activities, but moral values are

taught to correspond between one person and his or

her peers. Mutual respect between religions, cultures

and ethnic groups, and tolerance with other groups /

nations are all emphasized in schools, often learners

are given a picture of conditions that are contrary to

their views in the hope that participants can solve

their own problems. It is believed to form a young

generation who love peace and civilized. In line with

the opinion of (Huss and Patterson, 1993) which

states that each individual must develop a "sense of

moral obligation" and skills "resolve ethical conflict".

These two objectives can be developed to train

learners to find objective ideas for morally

appropriate behaviours. Moral duties and resolving

skills of a sharpened ethical dilemma can be applied

to situations faced in personal and professional lives

(the future).

Thus, in the exploitation of moral values need

approaches, strategies, models, methods, techniques,

and learning tactics in accordance with the

principles of value and character education.

Strategy is defined as a plan that contains about a

series of activities that are designed specifically to

achieve the purpose of certain educational activities,

(Adisusilo, 2013). Specially designed activities are

reflected in a variety of different ways for different

purposes, content, sources and learning media, and

assessment. In the context of values and character

education, the values learned can be presented in the

learning objectives, sources and media, and the

content of the subject matter. The content in the

activity (among other things) is the material / material

derived from the curriculum of an educational

program, (Majid, 2013). In order for the learning of

moral values to correspond to the Core Competencies

(social attitudes) that have been designed in the

curriculum of early childhood.

The problem of moral values that still tend to

be cognitivist and behaviouristic practiced in

kindergarten / early childhood in Malang based on the

ability of teachers kindergarten / early childhood on

the mastery of the substance and methodology of

learning values of characters. This issue has

implications for the need for the Development of

Moral Values for AUD for PGPAUD Students.

PGPAUD students are prospective teachers of

kindergarten / early childhood. If they master the

substance and methodology of learning Moral values

through constructivist approach, then there is great

expectation will happen shift of learning practice

ICLI 2018 - 2nd International Conference on Learning Innovation

from tend to cognitive and behaviouristic become

constructivist.

5 CONCLUSION

The tendency of cognitivist and behaviouristic

moral values teaching practices in TK / PAUD in

Malang is caused by lack of mastery of moral values

and methodology by teachers of kindergarten and

early childhood teachers. The learning of moral

values should be done by applying the principles of

values and character education using constructivist

learning. The qualitative research with this literature

study design has succeeded in constructing the model

of moral value learning with constructivist approach

with the principle that: (1) the formulation of learning

objectives is directed to the achievement of cognitive,

affective, and high level psycho skills in an integrated

manner; (2) sequential instructional learning steps:

(a) apperception, (b) moral values learning through

play, singing, sharing stories, and colouring

drawings, exploring the learning experiences of moral

values learned, (c) reap the wisdom of the learning

experience experienced in all of the learning steps,

and (d) moral messages related to the moral values

learned.

It is recommended that the Construction of the

Moral Values Learning Model be included in the

teaching materials at the Course on the Development

of Religious and Moral Values for PGPAUD Students

as an effort to strengthen the understanding of

learning methodology of values and character for

PAUD teachers.

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