Teaching moral dilemma in the COVID-19 pandemic
Keywords:
teaching moral dilemma, value clarification technique, moral decision, COVID-19 pandemic
Abstract
The COVID-19 pandemic has caused various moral dilemmas. In Indonesia, there is a dilemma of whether to stay at home or go outside for work, whether to study at school or from home, whether to return home or not on holidays for migrants and whether to pray from home or at the place of worship. These various dilemmas can be used as materials or learning sources for students. They can learn to make moral decisions based on factual arguments through value clarification techniques by utilizing information and communication technology. The implementation of this model can provide students with a good learning experience in making a rational moral decision based on the facts revealed by the students’ active participation in online learning. This model can also be applied in other situations when people are faced with various dilemmas.
References
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2. Asikhia, O. A. (2010). Academic procrastination in mathematics: Causes, dangers and implications of counselling for effective learning. International Education Studies, 3(3), 205–210. https://doi.org/https://doi.org//10.5539/ies.v3n3p205
3. Baker, C.N., Peele, H., Daniels, M., Saybe, M., Whalen, K., et al. (2021). The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching. School Psychology Review, 1–14. https://doi.org/School Psychology Review.
4. Basilaia, G., & Kvavadze, D. (2020). Transition to online education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1–9. https://doi.org/https://doi.org/10.29333/pr/7937.
5. Behrozi, N., Yeilagh, M. S., & Mansourian, A. (2013). The relationship between self-regulated learning Strategies, motivational learning strategies, procrastination and academic performance among the first grade of high school male students in Boushehr. Journal Life Science and Biomedicine, 3(4), 277–284. http://jlsb.science-line.com.
6. Budiningsih. (2009). Moral dilemma learning model and contemplation with cooperative strategy. Jurnal Penelitian dan Evaluasi Pendidikan, 13(1), 57–75. https://doi.org/https://doi.org/10.21831/pep.v13i1.1402
7. Edelhauser, E., & & Lupu-Dima, L. (2020). Is Romania prepared for e-learning during the COVID-19 pandemic? Sustainability, 12(13), 5438. https://doi.org/https://doi.org/10.3390/su12135438.
8. English, M. C., & Kitsankas, A. (2013). Supporting students self-regulated learning in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 70(2), 128–150. https://doi.org/http://doi.org/10.7771/1541-5015.1339
9. Everett, J.A.C., Colombatto, C., Awad, E. et al. (2021). Moral dilemmas and trust in leaders during a global health crisis. Nature Human Behaviour. https://doi.org/https://doi.org/10.1038/s41562-021-01156-y.
10. Fitri, W. (2020). Dilema moral masyarakat dalam menghadapi pandemi korona: Aku tahu, tapi…[The moral dilemma of society in the face of the corona pandemic: I know, but…]. Buletin K-Pin, 6 (07). https://buletin.k-pin.org/index.php/daftar-artikel/582-dilema-moral-masyarakat-dalam-menghadapi-pandemi-korona-aku-tahu-tapi.
11. Hadiyanto, Wulandari, S., Wilyanti, L.S., Supian, Afria, R., & Nazarudin. (2021). The effective use of full online learning to replace classroom learning during the Covid-19 pandemic. International Journal of Current Research and Review, 13(11), 23–32. https://doi.org/http://dx.doi.org/10.31782/IJCRR.2021.SP205.
12. Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York: Vintage.
13. Harris, D. N., Oliver, D., Liu, L., Balfe, C., Slaughter, S., & Mattei, N. (2020). How America’s schools responded to the COVID crisis. National Center for Research on Education Access and Choice. https://www.reachcentered.org/uploads/policybrief/20200713-Harris-et-al-How-Americas-Schools-Responded-to-the-COVID-Crisis.pdf.
14. Hartono, Y., Haryanto, S., Mulyoto & Asrowi. (2019). From indoctrination to internalization of character education praxis in history learning. Surakarta: UNS Press.
15. Herpratiwi. (2009). Teori belajar dan pembelajaran [Teaching and learning theory]. Bandar Lampung: Universitas Lampung.
16. Johnson, D. P. (1994). Classical and modern sociological theory. Jakarta: PT Gramedia Pustaka Utama.
17. Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analysis of the role of parents in accompanying children during the Covid-19 pandemic. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 241. https://doi.org/https://doi.org/10.31004/obsesi.v5i1.541.
18. Lind, G. (2008). The Meaning and measurement of moral judgment competence. A dual-aspect model. Cresskill: Hampton Press.
19. Maftuh, B. (2007). Model pembelajaran pendidikan nilai [Values education learning model]. Bandung: Maulana.
20. Muchith, M. S. (2008). Pembelajaran kontekstual [Contextual learning]. Semarang: RaSAI Media Grup.
21. Murdianto. (2019). The effectiveness of the moral dilemma discussion method to improve the moral reasoning of MAMNU Ponorogo students. SCAFOLDING: Jurnal Pendidikan Islam Dan Multikulturalisme, 01(01), 1–15. https://ejournal.insuriponorogo.ac.id/index.php/scaffolding/article/view/38
22. Richmond G., Bartell T., Cho, C., Gallagher A., He, Y., Petchauer, E., & Curiel. L.C. (2020). Home/School: research imperatives, learning settings, and the COVID-19 pandemic. Journal of Teacher Education, 71(5), 503–504. https://doi.org/https://doi.org/10.1177%2F0022487120961574.
23. Sadono, M.Y. & Masruri, M.S. (2014). The effectiveness of VCT in history learning to increase the value of nationalism, democracy, and multiculturalism. Jurnal Harmoni Sosial, 1((1)), 71–82. https://doi.org/https://doi.org/10.21831/hsjpi.v1i1.2429
24. Saha, A., Goswami, S.K., & Saha, S. (2021). Dilemmas of social distancing practice during the COVID-19 pandemic in India. Journal of Human Behavior in the Social Environment, 31(1–4), 293–304. https://doi.org/10.1080/10911359.2020.1823293.
25. Schunk, D. H. (2012). Learning theories: Educational perspective. Yogyakarta: Pustaka Pelajar.
26. Sokal, L., & Trudel, E. L. (2020). How to prevent teacher burnout during the coronavirus pandemic. The Conversation. https://theconversation.com/how-to-prevent-teacher-burnout-during-the-coronavirus-pandemic-139353.
27. Suryani, N. (2010). Value clarification technique learning model aplication improve historical value understanding. Historia. International Journal of History Education, X((2)), 1–12. https://doi.org/https://doi.org/10.17509/historia.v11i2.12382.
28. Suryani, N. (2013). Development of a model for internalizing character values in history learning through a value clarification technique model. Paramita, 23(2), 208–219. https://doi.org/https://journal.unnes.ac.id/nju/index.php/ paramita/article/view/2674/2742.
29. Syarkawi. (2006). Pembentukan kepribadian melalui peningkatan pertimbangan moral [Personality formation through increased moral judgment]. Jakarta: Depdiknas Dirjen Dikti.
30. Thobroni, M. & Arif, M. (2011). Teaching and learning, discourse development and learning practices in national development. Yogyakarta: Arruzz Media.
31. Tsai, C.W., Shen, P.D., & Lee, T. (2011). The effect of combined training of web-based problem-based learning and self-regulated learning. International Journal of Based Learning and Technologies, 6(2), 40–50. https://doi.org/10.4018/jwltt.2011040103.
32. Wibowo, A. (2015). The effectiveness of the value clarification method in improving the character of students in civics education. JIPSINDO, 2((1)), 62–82. https://doi.org/https://doi.org/10.21831/jipsindo.v0i0.4525.
33. Zimmerman, B. J., & Schunk, D. H. (2012). Handbook of self-regulated learning and performance. New York: Routledge.
34. Zubedi. (2005). Community-based education: Efforts to offer solutions to various social problems. Yogyakarta: Pustaka Pelajar.
Published
2023-04-28
How to Cite
Hartono, Y. (2023). Teaching moral dilemma in the COVID-19 pandemic. LANGGAM: International Journal of Social Science Education, Art and Culture, 2(01), 32-39. https://doi.org/10.24036/langgam.v2i01.38
