Analisis Perkembangan Moral Terhadap Perilaku Prososial Remaja Akhir

Abstract

This research is a correlational study using a quantitative approach. This study correlates variables of moral development with prosocial behavior. Moral development is a development that related to one's ability to judge what should be done and not done in accordance with the norms that develop in society and prosocial behavior is behavior that sharing, helping, honest, generous and behavior considering the rights and welfare of others. The purpose of this study is to find out whether there is a relationship between moral development and prosocial behavior in late adolescents in the Oesapa Village of Kupang. This study involved 360 late adolescents. The research sampling technique uses random sampling techniques. Hypothesis testing uses Pearson product-moment correlation to examine the relationship of variables and their level of significance, furthermore, the results of the analysis obtained are correlation coefficients -0.054 with significance showing results of 0.303 (p> 0.05) which means there is no relationship between moral development and prosocial behavior in adolescents finally in Oesapa Village, Kupang.

Moral knowing, moral feeling, and moral action in reflecting moral development of students in junior high school

“…Based on Slovin's formula, the number of samples met the criteria for determining a sample size of at least 10% of the total population. The scale arrangement is based on aspects that refer to Lickona's theory [15], consisting of moral knowing, moral feeling, and moral action. Based on these three components, the researcher compiled a scale with 152 items with details: 60 items for the moral knowing aspect, 62 items for the moral feeling aspect, and 30 items of moral action.…”

“…According to Hurlock [14], the task of adolescent development is related to the problem of developing moral values corresponding to the environmental norms that adolescents will enter. The community environment can be a place for teenagers to learn about their moral development [15]. Moral development in adolescents can provide an assessment of what can and cannot be done corresponding to society's applicable norms and rules [16], [17].…”

“…These tools' weakness is that they have not been able to reveal morals specifically. The arrangement of students' moral development instruments is based on the theory developed by Piaget and Kohlberg by using three aspects consisting of moral knowing with indicators of moral awareness, knowing the moral values of perspective taking, moral reasoning, decision making, and selfunderstanding; moral feeling describes indicators of conscience, self-esteem, empathy, loving-kindness, selfcontrol, humility; and moral action with indicators such as moral competence, will, and habits [15]. This research objective is to test the validity and reliability of adolescent moral development instruments.…”

Pengembangan Instrumen Evaluasi Perilaku Prososial Siswa di Sekolah Menengah Pertama

“…Remaja sebagai masa transisi pada individu yang mengakibatkan perubahan baik secara fisik, kognitif dan psikososial. Remaja mengalami suatu tahap untuk mulai belajar menjalin interaksi sosial dengan orang lain secara lebih luas (Lado et al, 2019). Salah satu wadah sosialisasi remaja untuk dapat menjalin hubungan sosial setelah keluarga, yakni melalui lembaga pendidikan sekolah, yang memunculkan interaksi kolaboratif dengan teman sebaya dan diyakini dapat memotivasi pengembangan keterampilan kognitif yang mendukung terbentuknya perilaku prososial (Bashori, 2017).…”

“…Perilaku prososial digambarkan sebagai perilaku yang memberi keuntungan pada orang lain, ditandai dengan perilaku untuk berbagi, menciptakan kenyamanan bagi orang lain, memberikan kebaikan atau dalam bentuk uang, dilakukan secara suka rela, dan menolong orang lain. Secara umum Perilaku Prososial tidak hanya berupa perilaku menolong, tapi juga bentuk dari perilaku berbagi, bekerjasama, dermawan, jujur dan mementingkan kesejahteraan orang lain (Lado et al, 2019).…”