Integrating Religious Values into Indonesian Language Learning: Pedagogical Approaches and Impacts

PurposeThe purpose of this study is to develop a new whistleblowing scale considering the conventional and Islamic perspectives in combating corruption. Whistleblowing has received great attention because it helps the corruption prevention process by revealing bad practices, improving transparency and ensuring accountability. However, not many scholars have focused on the concept of whistleblowing in the Islamic context.Design/methodology/approachThe study uses a theoretical inquiry design, delving into the literature to thoroughly examine whistleblowing likelihood, Kohlberg’s theory and Maqasid Shariah. Through qualitative content analysis, relevant concepts are scrutinized and synthesized. The integration of Kohlberg’s theory and Maqasid Shariah aims to offer a comprehensive framework for comprehending whistleblowing likelihood, integrating perspectives from both Western and Islamic traditions.FindingsThis study has conceptualized the integration of the six stages of Kohlberg and Maqasid Shariah to understand whistleblowing likelihood. The study offers a scale to explain whistleblowing likelihood based on the two theories.Research limitations/implicationsThe correlation between Kohlberg and Maqasid Shariah reveals a nuanced relationship between individual moral evolution and Islamic ethical imperatives, in the context of whistleblowing likelihood. As individuals progress through Kohlberg’s stages, aligning with Maqasid Shariah’s emphasis on societal well-being, their inclination to blow the whistle evolves from early considerations of fear and conformity to a commitment to universal ethical principles and justice.Practical implicationsThe new scale integrating Kohlberg and Maqasid Shariah aids ethical climates in organizations by assessing employees’ moral development and promoting ethical leadership through tailored training. Aligned with Islamic values, the scale becomes a tool for fostering ethical behavior and organizational culture, emphasizing justice and commitment to higher ethical objectives. Managers must delicately balance justice and community harmony when implementing whistleblowing initiatives to ensure a positive impact on both ethical principles and organizational cohesion.Social implicationsBy integrating the six stages of moral development proposed by Kohlberg, the new scale plays a role in promoting transparency and accountability for sustainable development. Furthermore, its alignment with Maqasid Shariah contributes to addressing corruption and advocating for social justice, making the scale a catalyst for societal well-being that respects cultural and religious values. Ultimately, the scale supports a socially responsible approach, reinforcing ethical behavior and contributing to the broader global agenda for sustainable and just societies.Originality/valueThe new scale integrating Kohlberg and Maqasid Shariah offers an innovative and interdisciplinary approach to assessing whistleblowing likelihood. This fusion provides a nuanced understanding of individuals’ ethical reasoning, aligning universal moral principles with Islamic ethics. The scale not only broadens the conceptual framework for evaluating ethical decision-making but also respects cultural diversity, making it inclusive and applicable across diverse global contexts.

This study investigates the impact of technology in teaching and the understanding of religious values on the moral development of students in Islamic schools in Indonesia. A quantitative analysis using Structural Equation Modelling with Partial Least Squares (SEM-PLS) was employed to examine the relationships among these key variables. The study's questionnaire demonstrated strong validity and reliability. Discriminant validity confirmed the distinctiveness of the constructs. Hypothesis tests revealed significant positive relationships between Religious Values and Students' Moral Development and between Technology Use in Teaching and Students' Moral Development. These results underscore the critical role of both religious values and technology-enhanced teaching methods in shaping the moral character of students. The findings provide valuable insights for educators and policymakers in Islamic schools, emphasizing the potential of technology in religious education without compromising moral development.

The problem and aim of the study. The primary issue addressed was the apparent gap in understanding the differential impact of these values on student integrity, particularly in diverse and multicultural settings. The aim was to explore the extent to which these values shaped students’ ethical and moral development and to determine if gender influenced this relationship. Research methods. This research employed a quantitative methodology grounded in an explanatory model. The study involved 370 participants from 26 randomly selected high schools in South Sumatra. Data was gathered using a closed ended Likert scale and analyzed using the Partial Least Square (PLS) approach, a method suitable for assessing complex relationships between variables. The study focused on three key variables: religious values, cultural values, and student integrity, with gender as the moderating variable. Results. The quantitative results of the study indicated that cultural values significantly positively impact student integrity, with a t-value of 4.390 and a P-value of 0.000. However, religious values did not show a significant positive effect on student integrity with a t-value of 1.826 and P-value of 0.069. In contrast, gender did moderate the relationship between cultural values and student integrity, indicating that both male and female students internalize and express cultural values differently, thereby enhancing student integrity. KEYWORDS cultural values, gender, religious values, student integrity Conclusion. The study concluded that cultural values significantly shaped student integrity, whereas religious values did not have a similar effect. Gender moderated the relationship between cultural values and student integrity but did not influence the relationship between religious values and integrity. This highlighted the need for educational strategies that emphasized cultural values and considered gender differences to promote integrity among students effectively. Future research was recommended to expand to different cultural and religious contexts to validate these findings and further explore the complex dynamics between these variables.

This research investigates the implementation of the Merdeka Belajar (Independent Learning) curriculum in Aqidah Akhlak (Islamic Creed and Ethics) education at MAN Kota Solok, focusing on enhancing student creativity. The study addresses the problem of how teachers plan, implement, and evaluate the curriculum to foster creativity and moral development among students. The primary objective is to explore the strategies and methodologies employed by educators in aligning the curriculum with national competency standards while promoting holistic student growth. To achieve this, the study employs a qualitative approach, utilizing classroom observations, interviews, and document analysis to gather data on teacher planning, implementation, and evaluation practices. The findings reveal that effective planning in cognitive, affective, and psychomotor domains significantly enhances student creativity. Collaborative learning strategies, such as group discussions and project-based activities, are instrumental in fostering creativity and moral development. Teachers play a pivotal role as mentors and role models, integrating Aqidah Akhlak lessons with school activities to ensure practical application of moral principles. Evaluation techniques, including cognitive, emotional, and psychomotor assessments, are crucial for measuring student understanding and internalization of moral values. The study concludes that structured planning, diverse teaching methods, and comprehensive evaluation are essential for achieving the goals of the Merdeka Belajar curriculum in Aqidah Akhlak education. These strategies not only enhance creativity but also cultivate moral and religious values, preparing students to become well-rounded individuals. The research contributes to the broader discourse on Islamic education by providing a framework for integrating independent learning principles with moral and ethical development.

In recent years, Ghanaian students have exhibited a concerning trend of drifting away from the values integral to sustaining and preserving Ghanaian norms, culture and societal well-being. This shift has led to a proliferation of immoral behaviour among students, prompting widespread concern among Ghanaians. This decline is often attributed to the perceived prioritization of Science, Technology, Engineering, and Mathematics (STEM) education in the current curriculum. There is an urgent need to tackle this issue to ensure students’ moral development is not overlooked in favour of STEM education. In light of this challenge, the approach proposed in this article was the “Soulful Science” approach. The study explored the feasibility and impact of soulful science in Ghanaian STEM education. The researchers employed a descriptive survey design for this study. Interviews were used to collect data from 50 participants (Senior High School (SHS) teachers, students, and parents in Sefwi Wiawso Municipality). It was established that the proposed soulful science approach is achievable with its accompanying methods like inclusive curriculum pedagogies, interdisciplinary projects, case studies, and the incorporation of religious perspectives into STEM lessons. However, challenges such as potential conflict between religious beliefs and scientific principles were identified. It was recommended that adequate efforts should be made to develop a curriculum that successfully integrates religious and moral education with STEM subjects while respecting the diversity of beliefs. In conclusion, the soulful science approach creates an inclusive, culturally relevant learning environment that enhances students’ religious and moral development, employability and fosters sustainable economic growth. This study’s contribution is significant for the fields of moral and STEM education, and curriculum development, as it advocates for a more holistic approach to education that prioritizes moral development alongside technological proficiency. Keywords: STEM education, religious values, spirituality, holistic development, cultural sensitivity, Ghanaian students, curriculum integration

Contents: Preface. J.R. Rest, Background: Theory and Research. S.P. McNeel, College Teaching and Student Moral Development. L.J. Duckett, M.B. Ryden, Education for Ethical Nursing Practice. F-Y. Chang, School Teachers' Moral Reasoning. N.A. Sprinthall, Counseling and Social Role Taking: Promoting Moral and Ego Development. L.A. Ponemon, D.R.L. Gabhart, Ethical Reasoning Research in the Accounting and Auditing Professions. M.J. Bebeau, Influencing the Moral Dimensions of Dental Practice. D.J. Self, D.C. Baldwin, Jr., Moral Reasoning in Medicine. D.J. Self, M. Olivarez, D.C. Baldwin, Jr., Moral Reasoning in Veterinary Medicine. B.J.L. Bredemeier, D.L.L. Shields, Applied Ethics and Moral Reasoning in Sport. T. Westbrook, Tracking the Moral Development of Journalists: A Look at Them and Their Work. S. Thoma, Moral Judgments and Moral Action. J.R. Rest, D. Narvaez, Summary: What's Possible?

In the silent corridors of childhood, where maternal presence is expected to provide warmth, guidance, and emotional grounding, the absence of a mother casts a long and often painful shadow. The Shadow of Absence: Ethical Considerations of Growing Up Without a Mother explores the ethical, psychological, and social ramifications of maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, presents a thought-provoking analysis of how individuals raised without a mother navigate their personal development, ethical foundations, and emotional resilience. This book unearths the philosophical questions surrounding maternal absence—does morality develop differently in children without a maternal figure? How does society perceive and accommodate those who grow up without a mother? What ethical responsibilities does the community have in addressing the void left by maternal absence? With a deeply humanized and analytical approach, this work does not merely diagnose the struggles of those affected but also seeks pathways for ethical and social reintegration. The discussion extends beyond individual psychology, delving into cultural perspectives, moral philosophy, and policy considerations. Published in New York, USA, in 2023 by The United Nations and The Education Training Centre, this book is an essential read for scholars, ethicists, psychologists, and anyone who seeks a deeper understanding of the intersection between ethics and personal identity formation in the absence of maternal influence. The impetus for this book arises from the growing need to understand the ethical implications of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines the moral, psychological, and philosophical ramifications of maternal absence in a rapidly evolving world where traditional family structures continue to shift. The book, published in New York, USA, in 2023, seeks to address how individuals construct their identities and ethical foundations in the absence of a maternal figure. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, defines maternal absence beyond physical separation, including emotional detachment and societal neglect. Core concepts include the role of maternal ethics, identity construction, and the moral development of children raised without maternal influence. The book examines theories in developmental psychology, ethics, and cultural philosophy to create a comprehensive framework for understanding this phenomenon. The increasing prevalence of non-traditional family structures has led to a deeper inquiry into the ethical consequences of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, highlights empirical studies and case analyses demonstrating the impact of maternal absence on cognitive, emotional, and moral development. The book also explores the long-term societal effects, including shifts in ethical perspectives and social policy. This book follows an interdisciplinary approach, combining psychological analysis, ethical philosophy, and sociological perspectives. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, employs comparative studies to assess differences in moral reasoning and social adaptation between those with and without maternal influence. The book also integrates cross-cultural comparisons to determine how maternal absence is understood and mitigated in various societies. Key indicators include the psychological effects of maternal absence, shifts in moral behavior, and variations in ethical reasoning. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines case studies, statistical analyses, and philosophical arguments to explore the extent to which maternal absence influences ethical decision-making and emotional well-being. This book identifies variables such as parental roles, emotional security, ethical decision-making, and social adaptation. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how these factors interact and shape individual identities in the absence of maternal guidance. Cultural norms, economic conditions, societal support structures, and personal resilience serve as key determinants in how individuals cope with maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, investigates the role of extended family, educational institutions, and community resources in shaping moral and ethical development. Through an ethical and philosophical lens, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, proposes strategies to mitigate the challenges of growing up without a mother. These include fostering inclusive social policies, developing mentorship programs, and creating community support systems to bridge the emotional and moral gaps left by maternal absence. While there are supportive interventions, numerous barriers remain, including societal stigma, economic hardship, and limited access to emotional support. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how ethical frameworks can guide policy-making to reduce these obstacles. The book concludes by emphasizing the necessity of ethical and social considerations in addressing maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that while the absence of a mother presents unique challenges, society has an ethical obligation to create frameworks that support those affected, fostering resilience and moral development.

Particularly in elementary school, folklore is a key cultural and teaching instrument that helps children's moral and character development. This study sought (i) to investigate how folk elements support the moral development of primary school children in Bangladesh, (ii) to investigate the variations in the use of folk elements between rural and urban primary schools and their impact on students' ethical values and behavior and (iii) to suggest efficient strategies for including folk elements into the main education curriculum and classroom to improve students's moral and cultural development.Using qualitative approaches, the study included unstructured conversations with guardians, instructors, and students across seven main schools situated in both rural and urban parts of Rajshahi and Rangpur divisions, as well as classroom observations. The findings revealed that rural schools actively include folklore components—including traditional crafts, proverbs, and storytelling—into their curricula, therefore cultivating moral values, emotional ties with families, and student creativity. On the other hand, urban schools showed in the elementary level their use of folk elements with limited use of folklore in the upper level (classes 3,4, and 5), mostly focusing on academic achievements and technological integration,resultingin a lack of moral development among learners compared to rural pupils. Structural changes, enhanced library resources, folklore-based projects, and guardian awareness campaigns to protect the cultural legacy and inculcate moral values among students constitute recommendations. This study exposes the latent potential of folklore education to produce a balanced and culturally sensitive generation for the next generation.

Kohlberg's theory of moral development explores the roles of cognition and emotion but focuses primarily on cognition. Contemporary post‐formal theories lead to the conclusion that skills resulting from cognitive‐affective integration facilitate consistency between moral judgement and moral behaviour. Rest's four‐component model of moral development delineates these skills specifically. The components, moral motivation, moral sensitivity, moral reasoning and moral character, operate as multidimensional processes that facilitate moral development and subsequently promote moral behaviour. The relationships between these components have been relatively unexplored, thereby missing the opportunity to unpack the processes underlying moral growth and development. In this study, moral motivation (spirituality), moral sensitivity (post‐formal skills) and moral reasoning are operationalized to examine the mediational effects of moral sensitivity of medical students. In the complex moral environment of medical students opportunities arise to question values and develop cognitive‐affective skills, among them spirituality and post‐formal thinking which are linked to increases in post‐conventional moral reasoning. The models tested indicate that moral sensitivity mediates the relationship between moral motivation and moral reasoning.

The absence of a mother shapes not only an individual's emotional landscape but also their ethical and existential outlook. This book presents an in-depth exploration of the philosophical and social dimensions of growing up without maternal guidance. Through the lens of existential ethics, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines how individuals construct meaning, navigate moral challenges, and define their place in a society that often presumes the necessity of maternal influence. Grounded in existentialist thought and social ethics, this book blends philosophy with real-life narratives to investigate how the absence of a mother influences personal autonomy, moral responsibility, and the search for belonging. It engages with questions of self-determination, ethical dilemmas, and societal obligations to individuals who must forge their own moral compass in the face of maternal absence. An essential read for philosophers, psychologists, educators, and policymakers, this work seeks to expand the conversation on ethics, resilience, and the human condition. This book was written to address the intersection of existential philosophy and social ethics in the lives of those who grow up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, was driven by the increasing discussions on how parental absence affects an individual’s moral and existential formation. Published in New York, USA, in 2023, this work provides a philosophical framework for understanding how individuals without maternal influence shape their moral and social identities. At its core, this book defines maternal absence not just as a physical condition but as a profound existential state that influences moral reasoning, identity formation, and social integration. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, explores key concepts such as existential autonomy, ethical self-reliance, and the societal role in moral development. The book draws from existentialist thinkers like Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus to frame the ethical implications of growing up motherless. Societies have long emphasized the maternal figure as a cornerstone of ethical and emotional development. This book questions whether individuals who grow up without a mother are at a moral disadvantage or whether they develop a unique ethical framework born out of necessity. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, explores how the motherless experience shapes moral choices, social belonging, and existential resilience. The book identifies principles such as moral self-construction, ethical adaptability, and communal ethics as crucial factors in understanding the moral lives of those without maternal figures. Indicators examined include levels of moral reasoning, social responsibility, and psychological resilience in motherless individuals. This study is structured around critical variables that shape ethical identity, including: • Autonomy and Moral Independence: How individuals develop a personal moral code in the absence of maternal influence. • Social Influence and Support Structures: The role of extended family, mentors, and societal institutions in moral education. • Philosophical Inquiry and Ethical Development: How existential questioning informs personal ethics and decision-making. The absence of a mother does not determine ethical failure or success but rather introduces unique determinant factors. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, highlights key influences such as social environment, economic stability, cultural expectations, and access to mentorship as shaping forces in moral and existential development. To address the ethical and existential challenges faced by motherless individuals, the book proposes strategic interventions. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, outlines educational reforms, mentorship initiatives, and community-based support programs aimed at fostering moral and existential resilience. The book advocates for policies that acknowledge and support individuals who must construct their ethical frameworks without maternal guidance. Growing up motherless presents unique challenges, from the struggle for emotional stability to societal expectations that often place moral weight on maternal presence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, identifies support systems such as philosophical education, therapy, and alternative mentorship as key to ethical and existential development, while also discussing barriers like economic hardship, cultural biases, and institutional neglect. The absence of a mother is neither a definitive moral deficit nor an existential failure; rather, it is a condition that reshapes the individual’s ethical and social landscape. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that through existential and social ethics, individuals can construct meaningful, responsible, and morally autonomous lives. This book calls for a broader societal recognition of the moral complexity of maternal absence and the need for greater institutional and philosophical engagement with this issue.

In today’s educational context, students frequently encounter ethical dilemmas and value conflicts, making moral instruction crucial for fostering responsible decision-making. This study explores the impact of moral instruction on the ability of ninth-grade students to make conscious moral choices in a selected school in Pune. It specifically examines decision-making across six value domains: personal, professional, social, aesthetic, humanitarian, and religious values. A descriptive survey design with a quantitative approach was employed. The sample consisted of 100 ninth-grade students, both boys and girls, who had received continuous moral instruction from the first through the ninth standard in the same school. Data were collected using a researcher-developed Moral Decision-Making Scale comprising 36 situational items with multiple response options, complemented by an opinionnaire to assess students’ perceptions of moral instruction’s influence on their decisions. Personal interviews with selected students and teachers were conducted to validate and enrich the quantitative findings. Results indicate that students exhibited varying levels of moral decision-making across different value domains, with higher levels in social, humanitarian, and professional values, and comparatively lower levels in personal and religious values. A majority of students acknowledged that moral instruction positively influenced their ability to make conscious moral decisions, although its impact differed across value areas. The study concludes that sustained, systematic moral instruction enhances moral awareness, ethical reasoning, and decision-making skills, emphasizing the importance of integrating robust moral education in secondary school curricula to foster character development and responsible citizenship.

Purpose The purpose of this paper is to shed light on and introduce the ethics of earnings management (EM) to researchers and students in the academic community in light of Kohlberg’s theory. Design/methodology/approach The paper contextualises and analyses the relevant literature to provide insights around the key concepts of the issue of ethics of EM. Therefore, theoretical approach has been adopted by reviewing the literature using a descriptive method. The study suggests relevance of the theory of moral development and reasoning by Kohlberg (1969) as an approach in the process of exploring the background and the reasons behind ethics of managers regarding EM. This theory helps to explain how individuals demonstrate and justify a sense of right or wrong. Thus, the paper is a literature review concluded with a proposed conceptual framework. Findings The paper provides conceptual insights about the ethics of EM, and it proposes a link between manager’s ethics regarding the phenomenon of EM and the framework of moral reasoning theory by Kohlberg (1969). Originality/value The importance and implications of Kohlberg’s theory, in terms of EM, resides within the fact that the theory is concerned with questions about how one ought to act – being as it acknowledges the well-known ethical theories. The work of Kohlberg can be classified as a descriptive analysis to the extent that it attempts to describe individuals’ moral development. This integration of normative and descriptive ethics, in turn, enables the theory to be used to explore managers’ moral reasoning in a more helpful way.

The current era of education for children is experiencing a moral crisis in the aspects of religious and moral development. Religious and moral values ​​of children will be formed through interaction and environmental responses to an active five-sensory performance system. Cartoon films are a strategy for developing children's creativity. By presenting imaginative, interactive, and fun story events through the behavior and attitudes of the characters in cartoon films. The cartoon film Syamil and Dodo became a cartoon film by NCR Production which was made to educate children because it was rich in Islamic educational values ​​and religious and moral values ​​which were suitable to stimulate early childhood. The problem in this research is: "How is the strengthening of religious and moral values ​​in the cartoon film Syamil and Dodo?". The research analyzes the strengthening of religious and moral values ​​in the cartoon film Syamil and Dodo. This type of research is library or Library Research using the cartoon film Syamil and Dodo as the primary data source in this study. Meanwhile, secondary data were obtained from journals, books, and previous thesis. The data collection technique in this research is documentation by observing footage from the cartoon film Syamil and Dodo. Based on the research conducted by the author, the cartoon film Syamil and Dodo is a cartoon film suitable for watching early childhood, the film contains religious and moral educational values ​​for children aged 4-6 years. Strengthening the Syamil and Dodo cartoons can be a medium to reflect and actualize how to properly instill religious and moral values ​​for children in the scope of family and school education.

In this chapter, the authors review the Muzafer Sherif's seminal Robbers Cave study and the theory that it grew. They discuss subsequent research that has built on Sherif's findings, and, turn to an extension of his work, incorporating research from multiple disciplines. The authors argue that a moral education offers a promising conflict resolution strategy by way of curtailing conflict before its initiation. Realistic conflict theory has also been tested in more real world settings. The influential common in-group identity model is heavily indebted to realistic conflict theory, building from and expanding upon Sherif's ideas. The authors suggest that social scientists should turn their attention to appropriate moral socialization and education in order to effect more enduring conflict prevention. They review relevant literature on moral reasoning and development as it relates to conflict. In addition to encouraging critical thinking and reasoning, educators should aim to build affective skills and positive moral emotionality.

This study addressed the polarization among theoretical perspectives in moral psychology regarding the relative significance of parents and peers in children's developing moral maturity. The sample was composed of 60 target children from late childhood and midadolescence, 60 parents, and 60 friends who participated in parent/child and friend/child dyadic discussions of a series of moral conflicts. The quality of parents' and friends' verbal interactions, ego functioning, and level of moral reasoning in these discussions was used to predict the rate of children's moral reasoning development over a 4-year longitudinal interval. Results revealed that interactions with both parents and peers were predictive of children's development but that these two types of relationships influence development in rather different ways. Implications of the findings for the understanding of these socialization agents' roles in moral development are discussed.