MAKALAH

OLEH :

 Sakdiah Rahmatullah
 Tasya Tri Wahyuni
 Difa Jeni Novela
 Intan Permata Sari
 Reza Reswati T
Dosen :

Prima Aulia, M.PSi

TAHAP PERkEMBANGAN MORAL

Fakultas ilmu pendidikan
Universitas negeri padang
2019

KATA PENGANTAR
Praise be to God, we pray to the presence of God Almighty, for
giving His grace in the form of opportunity and knowledge so that
this paper can be completed in time.

We also thank our friends who have contributed by giving their

ideas so that this paper can be arranged well and neatly.

We hope that this paper can add to the knowledge of readers. But
apart from that, we understand that this paper is far from perfect,
so we look forward to constructive criticism and suggestions for
the creation of further papers that are even better.

Kohlberg’s Moral Stages

  Pre-Conventional Level 1 (4.9 years) : No internalization of moral values. Moral
judgments are based on gifts or punishment that comes from outside himself.

 Stadium 1. Compliance and punishment

 Stadium 2. Personal interest orientation (what’s in it for me?)

 Level 2 Conventional (10-15 years) There is an internalization process, only partially or

still is on. Individual assessments are based in part on personal (internal) standard but
there are also those based on others (parents)

 Stadium 3. Orientation of interpersonal harmony and conformity (good childern’s

attitude)
 Stadium 4. Orientation of authority and the promotion of social rules (legal
morality and rules) level

 Post Convetional (16 years) The internalization process has occurred in it’s entirety and
moral judgment no longer uses the standarts of others

 Stadium 5. Social contract orientation

 Stadiun 6. Principled conscience = principled

The pre-conventional

level of moral reasoning generally exists in children, although adults

can also show reasoning at this stage. Someone who is at a pre-
conventional level assesses the morality of an action based on its
direct consequences. The pre-conventional level consists of two
initial stages in moral development, and purely sees oneself in an
egocentric form.

Stage 1
individuals focus on the direct consequences of their own actions. For example, an action is
considered morally wrong if the person who did it is punished. The harder the sentence is given,
the more wrong the action is. In addition, he did not know that other people's perspectives were
different from his. This stage can be seen as a kind of authoritarianism.

Stage 2

what position it benefits for me, the right behavior is defined by what it interests the most. Stage

two reasoning shows less attention to the needs of others, only to the extent that those needs also

affect their own needs, such as "you scratch my back, and I will also scratch your back." [4] In

stage two attention to others is not based on loyalty or intrinsic factors. The lack of perspective

on society at a pre-conventional level, differs from the social contract (stage five), because all

actions are taken to serve one's own needs. For those from stage two, the world perspective is

seen as something that is morally relative.

KONVENSIONAL

The conventional level is generally present in a teenager

or adult. People at this stage assess the morality of an
action by comparing it to the views and expectations of
the community. The conventional level consists of the
third and fourth stages of moral development.

Stage 3

someone enters the community and has a social role. Individuals want to accept approval or

disapproval from other people because it reflects the community's approval of the role they have.

They try to be a good child to fulfill these expectations, because they already know the value of

doing so. Stage three reasoning assesses the morality of an action by evaluating its consequences
in the form of interpersonal relationships, which begin to include things like respect, gratitude,

and the golden rule. The desire to obey rules and authority exists only to help this stereotypical

social role. The purpose of an action plays a more significant role in reasoning at this stage; 'they

mean well.

Stage 4

it is important to obey laws, decisions and social conventions because they are useful in
maintaining the functioning of society. Moral reasoning in stage four is more than just the need
for individual acceptance as in stage three; community needs must exceed personal needs. Main
idealism often determines what is right and what is wrong, as in the case of fundamentalism. If
someone can break the law, maybe someone else will too - so there is an obligation or duty to
obey the laws and rules. If someone breaks the law, he is morally wrong, so reproach becomes a

significant factor at this stage because it separates the bad from the good.

Pasca Konvensional

The post-conventional level, also known as the principled

level, consists of stages five and six of moral
development. The fact that individuals are separate
entities from society is now becoming clearer. One's
perspective must be seen before the perspective of
society. As a result of this 'self nature overtaking others',
the post-conventional level is often confused with pre-
conventional behavior.
Stage 5

individuals are seen as having different opinions and values, and it is important that they be

respected and valued impartially. Problems that are not considered as relative such as life and

choices should not be held back or inhibited. In fact, there are no definite or absolute choices -

'who are you to make decisions if others don't'? Accordingly, the law is seen as a social contract

rather than a rigid decision. Rules that do not result in social welfare must be changed if

necessary for the fulfillment of the greatest good for as many people as possible. This is obtained

through majority decisions, and compromise. In this case, democratic governance seems to be

based on stage five reasoning.

Stage 6

moral reasoning is based on abstract reasoning using universal ethical principles. The law is only
valid if it is based on justice, and a commitment to justice also includes the imperative not to
obey unjust laws. Rights do not need to be social contracts and are not essential to deontist moral
actions. Decisions are made categorically in an absolute way rather than hypothetically
conditionally (see the categorical imperative of Immanuel Kant ). This can be done by imagining
what someone will do when they are other people, who also think about what they do if they
think the same (see John Rawls's veil of ignorance ). The action taken is the result of consensus.
In this way, action is never a way but always an outcome; someone acts because it is right, and
not because there is a personal intention, according to expectations, legal, or has been agreed
upon in advance. Although Kohlberg believes that this stage exists, he finds it difficult to find
someone who uses it consistently. It seems difficult, if any, for anyone to reach stage six of
Kohlberg's model.
The Moral Development Stage of Early Childhood
According to Experts

A. Moral Stages of Child Development According to

Piaget
According to Piaget in his observations and interviews with children aged 4-12 years concluded

that children go through two different stages in the way of thinking about morality, namely:

1. Heterogeneous Morality Stage

Children aged 4-7 years show heterogeneous morality, which is the first stage of moral

development. Children think that justice and rules are world properties that cannot be changed

and controlled by people. Children think that rules are made by adults and there are limitations to

behavior.

2. Autonomy Morality Stage Aged 7-10 years, the child is in a period of transition and shows

some of the characteristics of the first stage of moral development and some features of the

second stage of autonomous morality. Children begin to realize that rules and laws are made by

humans, and when assessing an action, the child will consider the intentions and consequences.

Morality will arise with the cooperation or reciprocal relationship between the child and the

environment in which the child is located. At this time the child believes that when they commit

an offense, it will automatically get punished. This often makes children feel worried and afraid

to make mistakes.
Stages of Moral Development of Children
According to Kohlberg
B. Stages of Moral Development of Children According
to Kohlberg
Besides Piaget, Kohlberg also emphasized that children's way of thinking about morals

developed in several stages. Kohlberg describes 3 (three) levels of reasoning about morals, and

each level has 2 (two) stages, namely:

1. Morolitas Prakonvensional

Penalaran prakonvensional adalah tingkatan terendah dari penalaran moral,

pada tingkat ini baik dan buruk diinterpretasikan melalui reward (imbalan) dan
punishment (hukuman) eksternal.

Stage one, Heteronom Morality is the first stage at the preconventional

level of reasoning. At this stage, children are oriented towards obedience and

punishment, children think that they must obey and fear punishment. The

morality of an action is judged on the basis of its physical consequences.

Example: "Guilty" pinched. The sister makes the sister cry, then the mother

hits the hand of the sister (within certain limits).

The second stage, individualism, instrumental goals, and exchange. At this stage, the child

thinks that selfishness is right and this also applies to others. Therefore, children think that

whatever they do must get equal rewards or exchanges.

If he does good, then one must also do good to himself, the child adjusts to social expectations to

get credit.
Example: doing right he was praised "very smart".

2.Conventional Morality
Conventional reasoning is the second or intermediate level in Kohlberg's stage. At this stage,

individuals apply certain standards, but these standards are set by others, for example by parents

or the government.

Stage one, interpersonal expectations, relationships with others, at this stage the child values

trust, attention, and loyalty to others as a basis for moral judgment. At this stage, someone

conforms to the rules to get other people's approval and to maintain good relations with them.

An example is returning crayons to their original place after use (moral value = responsibility).

The second stage, social system morality, at this stage moral judgments

are based on an understanding of public order, law, justice, and obligation.

Someone believes that if a social group accepts rules that are appropriate for

the whole group, then they must act according to those rules to avoid social

security and disagreement. An example is to clean the class together, all

group members are required to bring cleaning tools (moral value = mutual

cooperation).

3.Postconventional Morality
Postconventional reasoning is the highest stage in Kohlberg's moral stage, at this stage one is

aware of alternative moral paths, can make choices, and decide together about rules, and

morality is based on self-accepted principles.

This leads to true morality, it does not need to be told because it is an awareness of that person.

Stage one, individual rights, at this stage individuals reason that values, rights, and principles

are more important. One needs flexibility in the existence of modifications and changes in moral

standards if it can benefit the group as a whole.

Examples in the new school year allow parents to wait for their children for more than one week,

after that the child must dare to be left.

The second stage, the universal principle at this stage, someone adjusts to social standards and

internal ideals, especially to avoid feeling dissatisfied with oneself and not to avoid social

criticism (people who still maintain morality without fear of criticism from others).

An example is a child consciously tidying his bedroom as soon as he wakes up in the hope that

his room looks always in a neat state