Strategi Guru dalam Menanamkan Moralitas di Tengah Arus Budaya Populer
Article Sidebar
Main Article Content
Abstract
Fenomena budaya populer yang berkembang pesat melalui media sosial, musik, film, dan gaya hidup modern membawa pengaruh signifikan terhadap pola pikir dan perilaku generasi muda. Kondisi ini memunculkan krisis moral berupa menurunnya sikap hormat, meningkatnya individualisme, serta melemahnya tanggung jawab sosial. Penelitian ini bertujuan untuk menganalisis strategi guru dalam menanamkan moralitas di tengah arus budaya populer yang semakin dominan di kalangan siswa. Metode penelitian yang digunakan adalah studi kepustakaan dengan menelaah berbagai literatur, jurnal, dan hasil penelitian terdahulu dalam kurun waktu sepuluh tahun terakhir. Hasil pembahasan menunjukkan bahwa strategi guru dapat dilakukan melalui lima pendekatan utama, yaitu: (1) integrasi nilai moral dalam pembelajaran, (2) keteladanan guru, (3) pemanfaatan media populer secara edukatif, (4) penguatan pendidikan karakter melalui kegiatan intra dan ekstrakurikuler, serta (5) kolaborasi dengan orang tua dan masyarakat. Meskipun terdapat tantangan seperti derasnya arus informasi digital dan dominasi figur publik dalam kehidupan siswa, guru tetap memiliki peran strategis dalam membentuk moralitas peserta didik. Penelitian ini menyimpulkan bahwa guru berperan sebagai agen moral yang mampu membantu generasi muda memilah budaya populer secara kritis tanpa kehilangan identitas nilai-nilai luhur
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Beard, C., & Wilson, J. P. (2013). Experiential learning: A handbook for education, training and coaching (2nd ed.). London: Kogan Page.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Journal of Research in Character Education, 3(1), 29–48.
Bialik, M., & Fadel, C. (2018). Skills for the 21st century: What should students learn? Center for Curriculum Redesign.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Garrison, D. R., & Akyol, Z. (2013). The community of inquiry theoretical framework. In M. G. Moore (Ed.), Handbook of distance education (pp. 104–119). New York, NY: Routledge.
Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment. Developmental Psychology, 45(3), 740–763.
https://doi.org/10.1037/a0015362
Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI grant. The social context of parental involvement. Nashville: Vanderbilt University.
Jones, T. M., Ryan, L. V., & Bohlin, K. E. (1999). Service learning and moral development. Journal of Business Ethics, 15(1), 45–59.
Kohlberg, L. (1984). The psychology of moral development: Essays on moral development (Vol. 2). San Francisco, CA: Harper & Row.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
Nucci, L., Narvaez, D., & Krettenauer, T. (2014). Handbook of moral and character education (2nd ed.). New York, NY: Routledge.
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. Paris: OECD Publishing.
Santrock, J. W. (2018). Educational psychology (6th ed.). New York, NY: McGraw-Hill Education.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage Publications.