Orientasi moral di kalangan pelajar tingkatan

Abstract

The aim of this research is to identify moral orientations among delinquent and non-delinquent students using the Vignette Real-Life Dilemma Instrument. The research questions are related to the participants’ understanding of the meaning of moral problems, the type of moral orientation used by participants, and the similarities and differences in moral orientation among participants. The qualitative approach using the interview technique was applied to obtain responses from the students. A total of twelve Form Four secondary students, from the Malay, Chinese and Indian ethnic groups were chosen based on purposive sampling. Since moral reasoning is emphasized as one of the objectives of Moral Education in the Malaysian schools curriculum, the Kohlberg Moral Reasoning Theory was used in the theoretical framework to identify participants’ moral orientation. In the data collection process, the interview was conducted at two levels, focusing on obtaining participants’ background and the problems and dilemma that students encounter in their lives. The four vignettes of real-life dilemma were constructed from information gathered from the interview and they were related to self dilemma, family dilemma, peer dilemma and dilemma with surrounding people. The ‘counter-check’ and ‘member-check’ techniques were used to verify the data collected. The data collected were then analyzed by interpreting them through the process of reading and repeated checking, utilizing the inductive approach which could provide details of the information obtained. The research findings showed no significance difference in participants’ views of the meaning of moral problems, types of orientation used and the differences in orientation among participants. In conclusion, the meaning of moral problems given by most of the participants were problems related to breaking school rules and moral decadence. Results showed that four types of moral orientations were adopted by students, which are justice orientation, self-consideration orientation, care orientation and combined orientation. A majority of the students indicated justice orientation as their main choice. This finding reinforced The Kohlberg Moral Reasoning Theory which emphasizes the principle of justice as the foundation of individual moral reasoning irregardless of gender. An important finding from this research shows that apart from themselves, participants blame their parents when they are involved with moral problems. One unique finding is that most participants use justice orientation in similar categories, which are the A4 category, ‘follow orders or getting approval’, and the A5 category, ‘blaming or not blaming’. This shows that even though participants come from different background, gender and ethnicity and from different research groups, they do not provide different reasons. This has implications on the education system which produces students with uniformed thinking patterns in facing real-life dilemmas.