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Artículos de revistas sobre el tema "Moral education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Narvaez, Darcia. "Holistic Moral Education." Korea Association for Public Value 4 (December 31, 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

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Frisancho, Susana, and Guillermo Enrique Delgado. "Moral education as intercultural moral education." Intercultural Education 29, no. 1 (2018): 18–39. http://dx.doi.org/10.1080/14675986.2017.1405214.

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3

Muchová, Ludmila. "Moral Education: Education for Moral Virtues and Moral Argumentation?" Caritas et veritas 2, no. 2 (2012): 20–32. http://dx.doi.org/10.32725/cetv.2012.014.

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4

Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

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This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been ma

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5

Menzles, Barbara. "Moral Education." Early Years 8, no. 1 (1987): 20–34. http://dx.doi.org/10.1080/0957514870080103.

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6

Shuman, R. Baird, and Haven BRADFORD Gow. "Moral Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 2 (1989): 52. http://dx.doi.org/10.1080/00098655.1989.9955722.

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7

Proefriedt, William A. "Moral Education*." Educational Theory 39, no. 2 (1989): 177–81. http://dx.doi.org/10.1111/j.1741-5446.1989.00177.x.

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8

이경희. "Moral Crisis, Moral Intelligence and Moral Education." Journal of Ethics 1, no. 83 (2011): 99–121. http://dx.doi.org/10.15801/je.1.83.201112.99.

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9

Handoko, Puji, Tian Khusni Akbar, and Deni Setiyawan. "Implementasi Pendidikan AIK dalam Membentuk Akhlak Mahasiswa di Perguruan Tinggi Muhammadiyah." Borobudur Educational Review 4, no. 2 (2024): 34–46. https://doi.org/10.31603/bedr.11796.

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Abstract This paper discusses the implementation of Al-Islam and Kemuhammadiyahan (AIK) education on Muhammadiyah campuses plays an important role in shaping student morals. This education is expected to not only improve academic understanding, but also shape character and ethics in accordance with Islamic values. Through interactive teaching methods, experiential approaches, and integration of moral values in the curriculum, students are expected to internalise Islamic teachings in their daily lives. The purpose of this study is to conduct an in-depth exploration of the role of AIK in strengt

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10

Brandt, R. B. "Moral Theory and Moral Education." Journal of Philosophy 85, no. 10 (1988): 566–68. http://dx.doi.org/10.5840/jphil1988851024.

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11

Kalajtzidis, Ján. "Moral education and moral consumption." Ethics & Bioethics 6, no. 1-2 (2016): 39–44. http://dx.doi.org/10.1515/ebce-2016-0004.

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Abstract The main aim of the presented paper is to suggest a new possible approach in moral education in Slovakia. The starting point for the presented argumentation is the position that moral education (ethics education) in Slovakia is based on insufficient foundations. One of the possible propositions of how to overcome this shortcoming is to supersede prosocial behavior (insufficient base) with value education and promotion of the development of critical and analytical moral thinking. The paper suggests that one of the possible ways how to achieve this goal is by the help of introducing the

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12

Jackson, Michael J. B. "Moral Development and Moral Education." Journal of Educational Thought / Revue de la Pensée Educative 16, no. 2 (2018): 126–27. http://dx.doi.org/10.55016/ojs/jet.v16i2.44052.

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13

Baumann, Eddie K. "Moral Philosophy and Moral Education." International Journal of Christianity & Education 22, no. 2 (2018): 167–68. http://dx.doi.org/10.1177/2056997118761844.

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14

Namkung, Dal-Wha. "Moral Motivation and Moral Education." Journal of Moral Education 16, no. 1 (2004): 117. http://dx.doi.org/10.17715/jme.2004.08.16.1.117.

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15

Beversluis, Eric H. "Being Moral and Moral Education." Educational Theory 24, no. 3 (2007): 297–306. http://dx.doi.org/10.1111/j.1741-5446.1974.tb00647.x.

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16

Scheffler, Israel. "Moral education beyond moral reasoning." New Directions for Child and Adolescent Development 1990, no. 47 (1990): 99–102. http://dx.doi.org/10.1002/cd.23219904713.

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17

Dwiyani, Aryanti, Adi Fadli, Jumarim Jumarim, Muh Iwan Fitriani, Abdullah Fuadi, and Yorman Yorman. "Character Education Model in Islamic Religious Education in Public High Schools in the City of Mataram." International Journal of Educational Narratives 2, no. 1 (2023): 53–65. http://dx.doi.org/10.70177/ijen.v2i1.624.

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Background. Character education is a value education that emphasizes moral or ethical aspects. The term character is known as morals which not only emphasizes moral knowledge (moral knowing/learning to know), but also moral formation (moral feeling/moral loving) and application or actualization of values (moral action/moral doing). Purpose. The purpose of this study is to describe the types of Islamic religious education activities that become a medium for strengthening character, forms of character that are strengthened through Islamic religious education activities and models of strengthenin

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18

Sandibaeva, Dilafruza Y. "MORAL EDUCATION IN LEARNING ACTIVITIES." American Journal of Social Science and Education Innovations 5, no. 12 (2023): 16–23. http://dx.doi.org/10.37547/tajssei/volume05issue12-03.

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This article describes the principles of developing moral education in the educational activities of students, that spirituality and morality are important characteristics of a person, and spirituality is defined as a person's pursuit of selected goals, a value inherent in consciousness, and morality is the general behaviour of a person towards each other and society. It is expressed as a set of principles.

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19

이재준. "A Dilemma in Moral Education and Moral Subject Education." Journal of Educational Idea 24, no. 1 (2010): 137–54. http://dx.doi.org/10.17283/jkedi.2010.24.1.137.

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20

박형빈. "A Study on Moral Emotion Education in Moral Education." Journal of Ethics 1, no. 74 (2009): 283–317. http://dx.doi.org/10.15801/je.1.74.200909.283.

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21

Collins, Clinton. "Philosophy of Education on Moral Development and Moral Education*." Educational Theory 37, no. 1 (1987): 89–97. http://dx.doi.org/10.1111/j.1741-5446.1987.00089.x.

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22

Muhammad Ali Hanafiah, Surya Nur Habibah, Nurhatami, Ju Ilham Khairil Akbar, and Eka Mentari. "OPTIMALISASI PENDIDIKAN AGAMA ISLAM TERHADAP MORAL SISWA DI SMK SWASTA BINA TARUNA 1 MEDAN." PENDALAS: Jurnal Penelitian Tindakan Kelas dan Pengabdian Masyarakat 3, no. 1 (2023): 24–36. https://doi.org/10.47006/pendalas.v3i1.195.

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Abstrak: Tujuan penelitian ini antara lain untuk mengetahui materi pendidikan agama islam yang disampaikan ketika proses pembelajaran berlangsung di SMK Swasta Bina Taruna 1 Medan, metode yang dipakai ketika proses penyampaian materi ajar dalam mengoptimalkan pendidikan agama islam kepada siswa, mengetahui kondisi moral siswa secara objektif, mengetahui usaha dari optimalisasi pendidikan agama islam terhadap pembentukan moral siswa dan mengetahui problem yang dihadapi dan upaya dari pemecahannya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian ini b

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23

Astuti, Aprilia Aisyah, and Nur Luthfi Rizqa Heraningtyas. "STRATEGI PENGUATAN MORAL SISWA MI/SD." Jurnal Inovasi dan Teknologi Pendidikan 2, no. 2 (2023): 136–46. http://dx.doi.org/10.46306/jurinotep.v2i2.56.

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Education is very important to strengthen moral values in MI / SD students. This moral must be taught to MI/SD students through several strategies. This article aims to describe the Moral Strengthening Strategy for MI/SD students. This research employs a qualitative approach in conducting a literature review. The information utilized in this investigation relies on secondary sources, specifically research findings from relevant journals related to the chosen topic. Morality encompasses a collection of principles concerning individuals and their behaviors. It is characterized as the guidance on

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24

Giwangsa, Sendi Fauzi. "PENTINGNYA PENDIDIKAN MORAL DALAM PENDIDIKAN KEWARGANEGARAAN." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (2018): 26–40. http://dx.doi.org/10.47971/mjpgmi.v1i1.16.

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The recent phenomenon of moral decline has become a concern for some of our people. This is marked by the many immoral behaviors that are widely reported by national television. Education is one of the tools in instilling morals in children. Both education in the family environment and formal education at school. Citizenship Education (PKn) is one of the subjects that aims to encourage morale in students. Naum in practice often learning PKn only teaches knowledge only without any more emphasis on aspects of attitude and skills. Knowledge is important because knowledge will be the basis for act

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25

Aminuddin, Wahidin Khaerul, Sumanta, Suklani, Nurul Rosidin Didin, and Sa'dudin Ihsan. "Character Education in the Perspective of Imam Asy-Sya'rani." International Journal of Social Science And Human Research 06, no. 02 (2023): 1285–92. https://doi.org/10.5281/zenodo.7680539.

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This research aims to examine Imam As-Sya'rani's perspective of the moral values contained in the book of Al Minah Al Saniyah. Imam As-Sya'rani's thoughts have their value in serving as a guide in inculcating moral education and character building. That becomes relevant when looking closely at the implementation of moral education, which only touches on cognitive aspects and has not yet touched on affective (inner) aspects. By touching the minds of students, moral education can shape human character with good morals. This type of research is qualitative with a literature review

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26

Haikal Ihza Nur Muhammad, Ngarifin Shidiq, and Salis Irvan Fuadi. "Nilai-Nilai Pendidikan Akhlak Dalam Kitab Al-Usfuriyyah Karya Syaikh Muhammad Bin Abu Bakar Al-Usfuri." Reflection : Islamic Education Journal 2, no. 1 (2024): 58–67. https://doi.org/10.61132/reflection.v2i1.385.

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The writing of this thesis is motivated by the many problems that occur to the younger generation that show moral degradation. This thesis aims to find out the concept of moral education values in the book Al-Usfuriyyah by Shaykh Muhammad bin Abu Bakar Al-Ushfuri and its relevance to modern Islamic education. This research uses descriptive qualitative methods with library research data collection techniques and data analysis using content analysis. The results of the study that 1) The values of moral education are an effort to form a noble person through teaching about manners, morals and ethi

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27

Noh Hui Jeong. "Moral Education for Cultivating Moral Creativity." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 39 (2012): 95–116. http://dx.doi.org/10.17282/ethics.2012..39.95.

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28

문경호. "Moral Education for Overcoming Moral Rationalization." Journal of Ethics 1, no. 119 (2018): 61–79. http://dx.doi.org/10.15801/je.1.119.201805.61.

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29

Mason, Marilyn. "Moral panics, moral education and religion." Think 2, no. 6 (2004): 35–40. http://dx.doi.org/10.1017/s1477175600002785.

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Marilyn Mason, education officer of the British Humanist Association, asks whether an adequate moral education must involve religion, and reflects on the way that attitudes to moral education have changed over the last fifty years.

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30

Apri Kurniasih, Apri Kurniasih, Titin Nurhidayati Titin Nurhidayati, and M. Nafiur Rofiq M. Nafiur Rofiq. "PLANTING CHARACTER EDUCATION VALUES THROUGH THE MORAL EDUCATION PERSPECTIVE OF SYEH JA'FAR AL-BARZANJI." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 13, no. 02 (2024): 145–69. https://doi.org/10.51226/assalam.v13i02.729.

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This article aims to examine the literary works of Muslim writers who have played an important role throughout history in the spread of Islam to remember that literary works are not limited to da'wah in the narrow sense, but also as teachings and foundations for Muslim culture. Through Syekh Ja'far Al-Barzanji's literary works, the ethical, moral, and Islamic values of life are indigenized on a socio-cultural fundamentalist basis in society. The Al-Barzanji book contains the majesty of the Prophet as a role model for mankind. Likewise, the noble values of the personality of the Prophet mak

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31

Mawardi, Kholid, Rhenita Oktafiani, and Hendri Purbo Waseso. "Nilai-Nilai Akhlak dalam Kitab Syi’ir Ngudi Susilo Karya K.H. Bisri Musthofa." TARBIYATUNA : Jurnal Pendidikan Islam 13, no. 1 (2020): 76. http://dx.doi.org/10.36835/tarbiyatuna.v13i1.610.

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This article reveals the contents of moral values in the Book of Syi'ir Ngudi Susilo by K. H. Bisri Musthofa and their relevance to Islamic education. This research is included in the type of library research (library research) by discussing qualitative, while in collecting data using the library method, the analysis used in this thesis is content analysis (content analysis). The results obtained from this study are: (1) the collection of the Ngudi Susilo Syi'ir Book will mean from moral values, consisting of 9 (Nine) chapters that discuss morality in everyday life (2) moral values that co

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32

Hartati, Hartati, Miskahuddin, Abdul Madjid, Wahyu Khafidah, and Muhammad Yusuf Zulkifli. "HASAN AL-BANNA'S THOUGHT ON THE URGENCY OF MORAL EDUCATION IN BUILDING THE NATION'S MORALITY." JURNAL KAJIAN ISLAM MODERN 12, no. 2 (2025): 52–60. https://doi.org/10.56406/jkim.v12i2.673.

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Moral education has an important role in building the nation's morals, especially in the perspective of Islamic education. Hasan Al-Banna's thoughts on moral education emphasize the importance of character building based on Islamic values to create quality human resources. This article aims to examine the concept of moral education according to Hasan Al-Banna and how it is implemented in building the nation's morals. The research method used is a literature study with a descriptive-analytical approach. The results of the study show that moral education must be an integral part of the education

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33

Ma, Xinyue. "Moral Education of Physical Education from the View of Embodied Moral Education." Learning & Education 10, no. 2 (2021): 142. http://dx.doi.org/10.18282/l-e.v10i2.2310.

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In the core quality of sports, the effect of students cannot be achieved in the short term. Therefore, in order to achieve the goal of physical education character, the author puts forward the teaching strategy of physical education character under the perspective of embodied moral education, so that students can have the concept of embodied education character and give full play to the educational function of physical education courses.

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34

Samsudin. "Implementation of Moral Sufism in Islamic Religious Education." Indonesian Journal of Contemporary Multidisciplinary Research 2, no. 6 (2023): 1209–30. http://dx.doi.org/10.55927/modern.v2i6.6806.

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Sufism is a field of study in Islamic studies that has been researched from time to time and has developed rapidly, becoming a scientific discipline that is closely related to efforts to improve morals in people's lives through Islamic Religious Education (PAI). In other words, Sufism is not only an effort to purify oneself individually but also helps build a society with noble morals by drawing closer to Allah as Al-Khaliq. 'rifatullah. Moral Sufism is one method of studying Sufism. Moral Sufism is Sufism that upholds moral development. To achieve moral perfection or insan kamil, the teaching

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35

Fuadi, Syifa Tsamrotul, Hasan Bisri, and Sumadi Sumadi. "Landasan Pendidikan Akhlak menurut HAMKA." Tsamratul Fikri | Jurnal Studi Islam 15, no. 1 (2021): 53. http://dx.doi.org/10.36667/tf.v15i1.701.

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Moral education is education which is about the basics of morals (morals) and the virtue of character, the traits a child must have from childhood until he becomes a convert. Morals are closely related to human thought patterns, attitudes and behavior. Good morals or noble morals are attitudes and behaviors that must be possessed by every Muslim, either directly related to Allah Almighty, or to His creatures. Regarding the moral education, the researcher studied the thoughts of Haji Abdul Malik Karim Amrullah (HAMKA), a prominent scholar from Minangkabau. This study is to determine the moral e

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36

Rolston, Holmes. "SCIENCE EDUCATION AND MORAL EDUCATION." Zygon� 23, no. 3 (1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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37

Ryan, Kevin. "Teacher Education and Moral Education." Journal of Teacher Education 39, no. 5 (1988): 18–23. http://dx.doi.org/10.1177/002248718803900505.

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38

McCabe, David. "Liberal Education Is Moral Education." Social Theory and Practice 21, no. 1 (1995): 83–96. http://dx.doi.org/10.5840/soctheorpract199521119.

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Martin, Michael. "Science Education and Moral Education." Journal of Moral Education 15, no. 2 (1986): 99–108. http://dx.doi.org/10.1080/0305724860150201.

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40

Nesteruk, Jeffrey. "Liberal education as moral education." National Civic Review 93, no. 1 (2004): 68–72. http://dx.doi.org/10.1002/ncr.43.

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Roihatul Jannah. "Islamic Education Character Education Concepts." DIROSAT: Journal of Education, Social Sciences & Humanities 1, no. 1 (2023): 7–12. http://dx.doi.org/10.58355/dirosat.v1i1.2.

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Character education is a value that must be learned, felt, and applied in a child's daily life. The concept of character education in Indonesia is the education of noble values originating from Indonesian culture in the framework of developing the personality of the younger generation which includes three aspects, namely moral knowing, moral feeling, and moral acting. The concept of Islamic education is guidance given by someone to someone so that he can develop optimally in accordance with Islamic teachings concerning the development of the body, mind and heart of students. This study aims to

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42

Sopian, Adi, Haura Karlina, Achmad Saefurridjal, and Faiz Karim Fatkhullah. "Enterprise Architecture on Moral-based School Education Information Systems." Sinkron 8, no. 1 (2023): 178–87. http://dx.doi.org/10.33395/sinkron.v8i1.11974.

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Indonesia has a diversity of cultures, hospitality, and people who have good ethics. Moral problems often occur and are commonplace, such as corruption, collusion, nepotism, promiscuity and drug abuse, sexual harassment, theft, and murder. The Indonesian nation experienced moral degradation. Moral education refers to the concept of Moral Behavior. Ethical behavior is grouped into three parts: Moral Attitudes, Moral Feelings, and Moral Thoughts. Moral education is very dependent on how to educate parents, association, and the community environment. Moral issues are not enough just to do an anal

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Suttle, Bruce B. "Moral Education versus Values Clarification." Journal of Educational Thought / Revue de la Pensée Educative 16, no. 1 (2018): 35–41. http://dx.doi.org/10.55016/ojs/jet.v16i1.43920.

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The values clarification approach to moral education, is a deficient, if not faulty program for, despite claims to the contrary, the values clarification approach lacks the major requirements for an adequate moral educational program: the treatment of value judgments as objective statements which are capable of cognitive analysis as well as justification within their context. This article demonstrates the importance that considerations of character must have in an adequate system of morals a quality lacking in the values clarification program.

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Kohlberg, Lawrence. "Democratic moral education." PSICOLOGIA 5, no. 3 (2014): 335. http://dx.doi.org/10.17575/rpsicol.v5i3.859.

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O artigo chama a atenção para o facto de, querendo ou não, todo o professor ser um educador moral. Esta é mais uma razão que aponta para a necessidade de os professores debaterem este tema. Passa então a apresentar as experiências de desenvolvimento moral iniciadas em Harvard em 1968 e que evoluíram de discussões socráticas, dentro da sala de aula, a partir de dilemas reais ou actuais, para o envolvimento de toda a escola no processo educativo.

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Martin, Jane Roland. "Transforming Moral Education." Journal of Moral Education 16, no. 3 (1987): 204–13. http://dx.doi.org/10.1080/0305724870160305.

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Slote, Michael. "Sentimentalist moral education." Theory and Research in Education 8, no. 2 (2010): 125–43. http://dx.doi.org/10.1177/1477878510368611.

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Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of Hume’s earlier sentimentalist ideas. Kohlberg and Rawls offer accounts of moral learning that leave moral motivation largely unexplained or mysterious, but an emphasis on the psychology of empathy can help us to better understand both the content of o

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47

Greenwell, Garth. "A Moral Education." Yale Review 111, no. 1 (2023): 12–37. http://dx.doi.org/10.1353/tyr.2023.0004.

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김상돈. "The Contents of Moral Citizen Education in Moral Subject Education." Journal of Moral & Ethics Education ll, no. 28 (2009): 81–110. http://dx.doi.org/10.18338/kojmee.2009..28.81.

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강봉수. "Moral Education in Modern Korea and Confucian Moral Education Theory." Journal of Ethics 1, no. 68 (2008): 157–95. http://dx.doi.org/10.15801/je.1.68.200803.157.

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50

Dian Shintia Afrina and Afrahamiryano Afrahamiryano. "Implementation of Moral Education in Adolescents." Elementaria: Journal of Educational Research 2, no. 1 (2024): 39–48. http://dx.doi.org/10.61166/elm.v2i1.40.

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Moral education plays a vital role in shaping the character and maturity of students, especially during adolescence which is a critical development period. This research uses literature study methods to analyze various aspects of moral education, including the importance of instilling moral values from an early age, the role of family and school, as well as the impact of technology and mass media. The research results show that the moral development of adolescents is greatly influenced by the environment and the people around them. Teachers and parents play a key role in providing consistent

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