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Journal articles on the topic 'Moral instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Roth, Wolff-Michael. "The gap between instruction (plan) and situated action: A challenge to semiotics?" Semiotica 2018, no. 221 (March 26, 2018): 1–27. http://dx.doi.org/10.1515/sem-2016-0084.

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AbstractIn this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction (text) can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions (rules) for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral order of praxis that is not inscribed in instructions.

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2

Patel, Dr Mahesh. "Part Of Professor In Advocate Conscience And Attitude In Insignificant Improvement." American Journal of Social Science and Education Innovations 2, no. 09 (September 24, 2020): 225–28. http://dx.doi.org/10.37547/tajssei/volume02issue09-35.

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This paper looks at the function of educators in both multi-culture and multi-ethnic schools of A.P. Private Schools and single-culture schools, for example, Backward, plan class and Schedule clan government assistance schools. One of the objectives to grant esteem based instruction is to feed a responsibility towards comprehensive turn of events. To achieve this, it is basic that educators instruct appropriately, both in what they educate and by they way they instruct. This article investigates that, the thought by analyzing the key terms: 'training', 'morals in instruction', 'esteem based instruction', and 'social change'. To begin with, meanings of "instruction" are analyzed, and it is contended that how training is advancing moral qualities among the understudies through the function of educator and instructor training. This prompts a conversation of the idea of comprehensive development, which is introduced regarding three issues: incorporation and human instinct, liberated from discipline and provocation of auxiliary brutality on understudies, and individual pledge to morals. At long last, the idea of social change is inspected in its relationship to the thought of intensity, acculturation of instructor nature and character, to the significance of imagining a superior world, and to the significance of gathering activity. At last, study hall models are given that delineate manners by which both substance and instructional method can add to the objective of training for comprehensive turn of events and positive social change.

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3

Plax, Martin J. "The holocaust as moral instruction." Society 40, no. 3 (March 2003): 72–78. http://dx.doi.org/10.1007/s12115-003-1041-9.

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4

Kim Hang-In. "Comparative Analysis of Moral Discussion Instruction Models." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 56 (June 2017): 1–19. http://dx.doi.org/10.17282/ethics.2017..56.1.

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5

Hyland, J. T. "Instruction, Rationality and Learning to be Moral." Journal of Moral Education 15, no. 2 (May 1986): 127–38. http://dx.doi.org/10.1080/0305724860150204.

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6

송영민. "A study on the symbolism and moral instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 33 (March 2012): 309–34. http://dx.doi.org/10.35504/kph.2012..33.011.

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7

송영민. "A study on Analogical Understanding in Moral Instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 48 (February 2016): 37–61. http://dx.doi.org/10.35504/kph.2016..48.002.

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8

Calvert, Karin, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." History of Education Quarterly 34, no. 3 (1994): 374. http://dx.doi.org/10.2307/369967.

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9

이재호. "An Interpretation of Criticism of Elementary Moral Instruction." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 31 (December 2009): 117–40. http://dx.doi.org/10.17282/ethics.2009..31.117.

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10

O’Mahoney, Paul. "“Machiavellian” Instruction: Why Hesiod’s Ainos Has No Moral." European Legacy 22, no. 6 (May 25, 2017): 687–96. http://dx.doi.org/10.1080/10848770.2017.1326670.

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11

Hatton, Ed, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." Journal of the Early Republic 13, no. 4 (1993): 541. http://dx.doi.org/10.2307/3124563.

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12

Yazawa, Melvin, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." William and Mary Quarterly 51, no. 3 (July 1994): 577. http://dx.doi.org/10.2307/2947457.

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13

Johnston, Marilyn. "Moral Reasoning and Teachers’ Understanding of Individualized Instruction." Journal of Moral Education 18, no. 1 (January 1989): 45–59. http://dx.doi.org/10.1080/0305724890180105.

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14

Lee, In-Jae. "A Study on Moral Instruction Method for Elementary School Students' Moral Problem Solving Abilities." Journal of Ethics Education Studies 51 (January 31, 2019): 109–35. http://dx.doi.org/10.18850/jees.2019.51.04.

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15

이지명. "The Aspects of Discourse in Moral Instruction in School." Journal of Ethics 1, no. 68 (March 2008): 273–99. http://dx.doi.org/10.15801/je.1.68.200803.273.

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16

송영민. "A study on the moral instruction by Spinoza’s Ethics." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 38 (November 2013): 303–28. http://dx.doi.org/10.35504/kph.2013..38.011.

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17

송영민. "A Semantics Approach to moral instruction in elementary school." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 27 (August 2008): 83–106. http://dx.doi.org/10.17282/ethics.2008..27.83.

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18

Hardecker, Susanne, Joanna C. Buryn-Weitzel, and Michael Tomasello. "Adult instruction limits children’s flexibility in moral decision making." Journal of Experimental Child Psychology 187 (November 2019): 104652. http://dx.doi.org/10.1016/j.jecp.2019.06.005.

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19

No authorship indicated. "Review of Instruction and the Development of Moral Judgment." Contemporary Psychology: A Journal of Reviews 35, no. 2 (February 1990): 187. http://dx.doi.org/10.1037/028312.

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20

Ryan, Francis, Maryanne Bednar, and John Sweeder. "Technology, Narcissism, and the Moral Sense: Implications for Instruction." British Journal of Educational Technology 30, no. 2 (April 1999): 115–28. http://dx.doi.org/10.1111/1467-8535.00100.

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21

송영민. "A Application of 'analysis of concept' for understanding moral concept in elementary school moral instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 25 (March 2009): 293–313. http://dx.doi.org/10.35504/kph.2009..25.010.

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22

Ward, Suzanne Pinac, Thomas E. Wilson, and Dan R. Ward. "Students' Perceptions of Ethics Instruction." Perceptual and Motor Skills 79, no. 2 (October 1994): 1040–42. http://dx.doi.org/10.2466/pms.1994.79.2.1040.

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96 junior and senior accounting students completed a survey on their perception of instruction in ethics. 77% of the respondents felt that ethical behavior and professionalism can be learned in a classroom environment, 89% that ethics/professionalism should be taught at all levels of education, and 77% that ethics should be an integral part of all accounting courses. Students were uncertain whether accounting faculty are qualified to teach ethics and what might be the role of educators in aiding the profession with moral/ethical problems.

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23

송영민. "A study on the moral instruction as a poetic act." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 31 (March 2011): 87–111. http://dx.doi.org/10.35504/kph.2011..31.004.

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24

송영민. "A study on a the poetic symbol and moral instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 35 (November 2012): 415–43. http://dx.doi.org/10.35504/kph.2012..35.015.

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25

송영민 and 지준호. "A Criticism of moral instruction in school: A Semantics Approach." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 23 (March 2007): 171–96. http://dx.doi.org/10.17282/ethics.2007..23.171.

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26

이재호. "An Inquiry of Elementary Moral Instruction Based on Educational Hermeneutics." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 32 (March 2010): 255–82. http://dx.doi.org/10.17282/ethics.2010..32.255.

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27

Merry, Michael S. "Indoctrination, Moral Instruction, and Nonrational Beliefs: A Place for Autonomy?" Educational Theory 55, no. 4 (July 11, 2005): 399–420. http://dx.doi.org/10.1111/j.1741-5446.2005.00002.x-i1.

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Merry, Michael S. "Indoctrination, Moral Instruction, and Nonrational Beliefs: A Place for Autonomy?" Educational Theory 55, no. 4 (November 2005): 399–420. http://dx.doi.org/10.1111/j.1741-5446.2005.00003.x.

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29

Avramovic, Zoran, and Milja Vujacic. "Self-perception of teachers' mistakes in instruction." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 116–30. http://dx.doi.org/10.2298/zipi0901116a.

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This paper presents the research the goal of which was to gain an insight into teachers' opinions regarding the mistakes they make during classes and the ways to eliminate those mistakes. The sample comprises 300 primary school teachers and 115 vocational school and grammar school teachers in Serbia. Questionnaire with openended questions was used in the research. The first question required the group of teachers to state the example of one mistake they made during the class, and in the second question they were expected to state how they reacted in order to eliminate the aforementioned mistake. We classified the answers according to the following types of teachers' mistakes: didactic-methodical; expert-cognitive; personal; professional; pedagogical; social-moral. The findings of our research indicate that teachers perceive to a far greater extent the didactic-methodical than social-moral mistakes. It was shown that the greatest number of mistakes arises from the wrong decisions or insufficiently thoughtful decisions of teachers. We also analyzed the ways in which teachers try to eliminate their mistakes.

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30

Martati, Badruli, Wahyuni Suryaningtyas, and Misrin Hariyadi. "MORAL VALUE OF LOCAL WISDOM-BASED LEARNING AT UNIVERSITY OF MUHAMMADIYAH SURABAYA: INDONESIAN CASE." Humanities & Social Sciences Reviews 7, no. 3 (May 15, 2019): 382–88. http://dx.doi.org/10.18510/hssr.2019.7356.

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Purpose of Study: The development of learning model that can be used by teacher candidates and teacher's implementation thinking of national figures in learning. The goal of early-childhood as the next generation of the nation canrecognize, understand and emulate the thoughts of moral values of nationality. Local wisdom is increasingly urgent to be inserted during the learning process so that early-childhood has social and environmental character. This is in line with the depletion of natural resources and the complexity of community empowerment efforts. Local wisdom is a critical element for the success of community resource development and natural resource management. As a value, local wisdom is the values or behavior of local people living in interacting within the environment in which they live wisely. Research based upon the development on the instructional design model implemented for this study is based on the instructional design developed by Dick, Carey and Carey, The Systematic Design of Instruction. Research subjects were PG PAUD students, early-childhood students. Methodology: Research and Development (R & D) is appropriately used for innovation since it is planned, systematic and measurable for the purpose of creating novelty or innovation in all fields. The innovation can be a product innovation, model, procedure, design, work, and strategy. In this research, the concept of R & D is used as a way of creating a model of learning in order to develop a future-oriented, effective, ready-to-use and future-developed early childhood moral. Results: The result of lecturer's ability analysis in managing the local wisdom-based learning shows the criteria of Excellent, student activity and the completeness of local wisdom-based learning is effective, and get a positive and effective responses. Implications/Applications: The development of early childhood moral learning based on local wisdom was developed with the instructional design model implemented in this research based on the instructional design of The Systematic Design of Instruction of Dick, Carey and Carey through 10 (ten) stages. Need assessment showedthat development of early childhood moral learning tools was needed and should be based on local wisdom.

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31

Bankert, Esther G. "Care and Traditional Ethics: Enhancing the Development of Moral Reasoning Among Nurses." International Journal of Human Caring 6, no. 1 (February 2002): 25–33. http://dx.doi.org/10.20467/1091-5710.6.1.25.

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Care ethics and traditional ethics were studied as they relate to the development of moral reasoning among nurses. Pretest findings suggest that nurses with varying years of experience perform at similar levels of principled reasoning. Post hoc comparisons show a significant increase (p < .05) in principled reasoning after instruction in care ethics among nurses with less than 5 years of experience. More experienced nurses demonstrate a nonsignificant pattern of improved principled reasoning in the traditional and combined groups. Improvement endures 2 months but dissipates 1 year after instruction. Replication and further study is warranted to validate care and traditional ethics on moral reasoning.

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32

Darmiyati, Darmiyati. "PENILAIAN UNJUK KERJA DALAM PENGEMBANGAN AGAMA DAN MORAL ANAK USIA DIN." Jurnal Pendidikan Kewarganegaraan 10, no. 1 (May 31, 2020): 74. http://dx.doi.org/10.20527/kewarganegaraan.v10i1.8532.

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Penelitian ini bertujuan untuk mendeskripsikan aktivitas guru, aktivitas anak dan menganalisis hasil pengembangan nilai agama dan moral anak dalam meniru gerakan beribadah (wudhu). Pendekatan yang digunakan dalam penelitian ini ialah kualitatif, dan jenis penelitian tindakan kelas. Subjek penelitian ini guru dan anak usia 4-5 tahun PAUD Islam Al Zahra Martapura. Pengumpulan data menggunakan instrument teknik observasi aktivitas guru, aktivitas anak dan hasil perkembangan nilai agama dan moral anak. Kegiatan penelitian ini dilaksanakan tiga kali pertemuan. Hasilnya menunjukan terdapat peningkatan aktivitas guru dari pertemuan pertama sampai dengan ketiga mulai dari mendapat kreteria” baik” sampai menjadi “sangat baik”. Aktivitas siswa mulai pertemuan pertama sampai dengan ketiga adanya peningkatan dari” cukup aktif” menjadi sangat aktif. Demikian pula hasil pengembangan nilai Agama dan moral anak sudah terlihat ketuntasan secara individu dan klasikal mulai dari pertemuan pertama sampai dengan ketiga mengalami perkembangan mulai dari 58,8%, menjadi 82,3%,. Berdasarkan kesimpulan dari hasil penelitian, bahwa pengembangan aspek nilai agama dan moral menggunakan model Explicit Instruction, kombinasi Picture and Picture dan Talking Stick dapat berhasil dan berkembang pada anak kelompok A di PAUD Islam Al Zahrah Martapura Kata kunci: Nilai, Agama, moral, model, Explicit Instruction, Picture and Picture, Talking Stick

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33

Gibson, Craig A. "Better living through prose composition? Moral and compositional pedagogy in ancient Greek and Roman progymnasmata." Rhetorica 32, no. 1 (2014): 1–30. http://dx.doi.org/10.1525/rh.2014.32.1.1.

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Ancient Greek and Roman compositional instruction, as evidenced in Greek handbooks on the progymnasmata and Quintilian's Institutio Oratoria, included a strong moral component. The importance of moral pedagogy to ancient teachers and theorists is seen not only in the themes and contents of the exercises, but also in their sequencing and justification.

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34

Rho,, Hee-Jung. "John Dewey’ Reflective Thinking and the Moral Instruction of Problem-Solving." Journal of Ethics Education Studies 39 (January 31, 2016): 179–97. http://dx.doi.org/10.18850/jees.2016.39.07.

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35

Dodd, Anne Wescott. "Building Character in Schools: Strategies For Bringing Moral Instruction to Life." NASSP Bulletin 83, no. 609 (October 1999): 121–22. http://dx.doi.org/10.1177/019263659908360916.

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36

Storozhakova, Ekaterina. "SCHOOL EDUCATION AND A NEW LOOK AT EDUCATION AND MORAL INSTRUCTION." World of academia: Culture, Education, no. 10 (December 25, 2020): 54–61. http://dx.doi.org/10.18522/2658-6983-2020-10-54-61.

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37

Pichedboonkiatrst, Sirichom. "Promoting of Knowledge and Moral Lessons about the Life’s 38 Blessings with Video on the Web-Based Instruction." International Journal of Information and Education Technology 6, no. 1 (2016): 7–10. http://dx.doi.org/10.7763/ijiet.2016.v6.649.

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38

Fisher, Celia B., and Tara L. Kuther. "Integrating Research Ethics into the Introductory Psychology Course Curriculum." Teaching of Psychology 24, no. 3 (July 1997): 172–75. http://dx.doi.org/10.1207/s15328023top2403_4.

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Faculty at 2 universities integrated 6 case studies on research ethics into their introductory psychology curricula. Students who received the ethics modules were better able to identify ethical issues and consider moral ambiguities them students who received standard instruction. Students and faculty favorably evaluated the curriculum, and students indicated that ethics instruction increased their interest in research psychology and scientific ethics.

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39

Leontidou, Eleni. "Penitential Manuscripts and the Teaching of Penance in Carolingian Europe." Studies in Church History 55 (June 2019): 72–82. http://dx.doi.org/10.1017/stc.2018.15.

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This article discusses the educational value of penitential literature in Carolingian Francia. In particular, it looks at manuscripts which were not simple penitential handbooks but were compiled as educational tools for priests. Apart from penitential works, these manuscripts included monastic rules, moral and ascetic works providing moral instruction, and, in some cases, school texts and glossaries.

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40

Suganya, M. "English Skills Learning Authority Dimension in History Learning." Asian Review of Social Sciences 7, no. 1 (May 5, 2018): 35–39. http://dx.doi.org/10.51983/arss-2018.7.1.1414.

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India Service of Instruction in light of the want of a dynamic and extraordinary in impacting the world forever an obligatory pass subject in constrain in 2013, is an acknowledgment to the legacy and fortunes of the country in keeping up the true realities and data to the age without bounds. In the audit of parts of the position of authority of educators in applying the exploration of history is incorporated on the Rationality of Training Instructors, which upgrade the instructing calling to maintain moral instructor grand, dynamic and logical disapproved, willing to maintain the desires of the nation and commended the nation’s social legacy, guarantee the improvement of the individual and keep up a group that is joined together, fair, dynamic and restrained, bear the part of instructors as specialists of progress and initiative in training that started of the classroom through formal or casual training process stretches out past the school, group and nation. The concentration of this paper is an exchange on the part of educator authority impacts the adequacy of instructing and learning in the history classroom atmosphere that prompt instructors’ recognitions about the part of instructor administration, initiative lessons, part of instructor authority and the position of authority of the successful instructor. There are discourses to underscore the parts of the variables that influence the atmosphere of the classroom, molding the plan classroom, execution strategies for powerful classroom, learning atmosphere appropriate for history, and additionally the obstructions and difficulties infers the adequacy of educators in the instructing and learning process.

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Nishanbayeva, Sabira, Sholpan Kolumbayeva, Aisulu Satynskaya, Saira Zhiyenbayeva, Perizat Seiitkazy, and Sholpan Kalbergenova. "Some instructional problems in the formation of family and moral values of students." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 529–45. http://dx.doi.org/10.18844/wjet.v13i3.5961.

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In this article, we examine the instructional theoretical work on the formation of family-moral values of students, conduct experimental work on a small experimental site and consider its concrete results. Methods were used to determine students' moral awareness, understanding family as value, family relationships, ability to control family conflicts, and active involvement in family decision-making. Theoretically, content analysis, synthesis, generalization, survey, diagnostics, and the like were organized. Based on the above, it is very effective to use Rokeach's method of "valuing the value". We present a percentage index based on the traditional relationships of the family institution in the form of a forming experiment organized on the basis of the "Psychological trainings for family life" series, which is organized in the right direction, in conjunction with the new social and economic conditions within the modern society. Keywords: Instruction, family values, technology, cultural relations, individuality, typology of values;

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42

Staines, Dan, Paul Formosa, and Malcolm Ryan. "Morality Play: A Model for Developing Games of Moral Expertise." Games and Culture 14, no. 4 (November 6, 2017): 410–29. http://dx.doi.org/10.1177/1555412017729596.

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According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design.

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43

Moskovchuk, A. "Moral and ethical potential of decalogue." Ukrainian Religious Studies, no. 10 (April 6, 1999): 38–42. http://dx.doi.org/10.32420/1999.10.838.

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The achievement of the person of intellectual, moral, spiritual freedom throughout the history of mankind was at the center of philosophical, theological, moral, ethical and political doctrines. The problem of freedom and necessity philosophy for a long time was regarded as antinomy: or everything is subordinated to necessity - then there can be no freedom, or there is freedom that denies necessity. An attempt to find out the dialectical connection between freedom and necessity was made by B. Spinoza, who recognized freedom as a conscious necessity. The concept of the stages of this awareness, which at the same time are the stages of socialization of a person, was developed by G.Gegal. Unconditional instruction of the moral consciousness to follow in the behavior of the law I. Kant considered as a categorical imperative, the condition of which is freedom of will.

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44

Kucharski, Adam. "Instrukcje rodzicielskie Wacława Rzewuskiego dla syna Seweryna oraz córek Teresy i Ludwiki z lat 1754 i 1763/64." Biuletyn Historii Wychowania, no. 36 (October 15, 2018): 105–20. http://dx.doi.org/10.14746/bhw.2017.36.7.

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Parental instructions of Wacław Rzewuski for his son Seweryn and daughters from the years 1754 and 1763/64 The education of younger generations had long and rich traditions in the old Polish aristocratic Rzewuski family. The domestic and foreign education of sons in particular played a major role in building the power and social position of the family. The main purpose of this article is to present hitherto unknown sources on the history of the education of members of this family. Between 1754 and 1763 (or 1764) four instructions have survived, written by Wacław Rzewuski for his son Seweryn and two daughters: Teresa Karolina and Ludwika Maria Róża. The first instruction for Seweryn Rzewuski comes from the period of his studies in Warsaw (1754), when the young magnate attended the college of Theatines. In this piece of writing, the father gives detailed instructions on the civic education for his son. This instruction contains advice on how to behave properly during social gatherings and religious ceremonies. It also refers to the rules of the moral education of the young boy. The second instruction for Seweryn contains advice on the protection of the family residences in Podhorce and Olesko and was associated with the political situation in which Waclaw Rzewuski and his sons lived in the years from 1763-1764. However, the two instructions for his daughters are a real rarity. Wacław Rzewuski paid great attention to their security and safety and very good presence. One of the instructions was devoted to the conditions and circumstances for short journeys by the daughters to a nearby church or monastery. In particular, it concerns the staff of the daughters’ traveller suite. Another talks about being cautious with fire during their stay in the palace in Podhorce. Both instructions are unique documents of the realities of daily life and domestic trips by young women from the aristocratic sphere, and a father’s expectations with regard to their proper behaviour and maintaining good manners.

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45

Kim, Yun Kyeong, and Gyun-yeol Park. "The Role and Question Strategy Moral Subject Teacher in Controversial Issues Instruction." Journal of Moral & Ethics Education 65 (November 30, 2019): 163–88. http://dx.doi.org/10.18338/kojmee.2019..65.163.

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46

장승희. "Some Critical Thoughts of Models of Instruction in the Elementary Moral Subject." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 44 (March 2014): 375–406. http://dx.doi.org/10.17282/ethics.2014..44.375.

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문성윤. "A Phenomenological Study on the Moral Instruction of New Elementary School Teachers." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 58 (December 2017): 227–55. http://dx.doi.org/10.17282/ethics.2017..58.227.

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48

Schoepflin, Rennie B. "Making Doctors and Nurses for Jesus: Medical Missionary Stories and American Children." Church History 74, no. 3 (September 2005): 557–90. http://dx.doi.org/10.1017/s0009640700110819.

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The December 1899 issue of Our Little Friend, a Seventh-day Adventist Sabbath school paper containing moral instruction, missionary stories, and the upcoming week's Bible study lessons, related the following story to its young readers:

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Asmariani, Anak Agung Raka. "Pemanfaatan Tiga Jalur Pendidikan Dalam Pengembangan Mutu Pembelajaran Etika Dan Moral." Jurnal Penjaminan Mutu 4, no. 2 (August 31, 2018): 227. http://dx.doi.org/10.25078/jpm.v4i2.577.

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<p><em>Each; Every birth that happened is appearance a new stupidity. This matter will experience of a transform through process instruction of science. Education band play a part very important.One of the important problem in life in this fatherland is moral and ethics, Education bands represent medium education of child giving an enrichment in moral and ethics in society. Teaching moral value and ethics better more is having the character example of. Do something better then just say of words. that multifarious Value Moral kinds of, including loyalitas, benefaction, honorary, truth, respek, sociability, integrity, justice, cooperation</em><strong><em></em></strong></p>

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Widasari, Ni Luh Putu Dina, and Tjok Istri Agung Mulyawati. "Analisis Teks Satua Pan Angklung Gadang: Kajian Amanat." Humanis 25, no. 1 (February 27, 2021): 52. http://dx.doi.org/10.24843/jh.2021.v25.i01.p07.

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This research is entitled “Amanat Teks Satua Pan Angklung Gadang: Suatu Pendekatan Moral”. This research has function to describe the structure and analyze the instruction appeared on the Teks Satua Pan Angklung Gadang. Data equipping stage used collect-method with record and translate techniques. Data analyze stage used qualitative method. In this stage, the research is supported also with analytical descriptive technique. The method which is used in presentation of data analyzed result is informal method which is supported by deductive and inductive techniques.The result of this research has been showing: there are six analyzed structure which is build Teks Satua Pan Angklung Gadang. They are incident, plot, characters, characterization, setting, theme, and the instruction was analyzed on the different sub-chapter. The plot of Teks Satua Pan Angklung Gadang consist of three plots and all of them are straight plot. Characterization of it describe by the main character from sociological, psychological, and physiological, aspects with setting of the place, time, and atmosphere, along with social criticism as the theme, the instruction which is contained in Teks Satua Pan Angklung Gadang are moral value of honestly, loyality, karmaphala, leadership, ingenuity, and responsibility.

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