STRATEGI PEMBELAJARAN NILAI AGAMA DAN MORAL MELALUI METODE BERCERITA
Abstract
Pembentukan nilai agama dan moral pada peserta didik menghadapi tantangan yang semakin kompleks seiring perkembangan teknologi, perubahan sosial, dan meningkatnya persoalan karakter dalam kehidupan sehari-hari. Kondisi tersebut menuntut strategi pembelajaran yang tidak hanya menyampaikan nilai secara kognitif, tetapi juga mampu menyentuh aspek afektif dan perilaku. Penelitian ini bertujuan menganalisis strategi pembelajaran nilai agama dan moral melalui metode bercerita, meliputi perencanaan, pelaksanaan, penguatan, serta implikasinya terhadap pembentukan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan. Data diperoleh dari buku ilmiah, artikel jurnal nasional dan internasional, serta literatur relevan mengenai pendidikan karakter, perkembangan moral, dan metode bercerita. Data dianalisis melalui identifikasi, klasifikasi, analisis isi, sintesis tematik, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa metode bercerita memiliki potensi pedagogis dalam menginternalisasikan nilai agama dan moral melalui pengintegrasian aspek kognitif, afektif, dan perilaku. Strategi yang efektif mencakup pemilihan cerita sesuai perkembangan peserta didik, penggunaan media yang menarik, penyampaian interaktif, diskusi reflektif, keteladanan, dan penguatan perilaku positif. Metode bercerita juga berpotensi mengembangkan empati, penalaran moral, tanggung jawab, serta kepedulian sosial peserta didik.
References
Aslamiah, S. (2024). Prodi Pendidikan Islam Anak Usia Dini. In UINSI Samarinda (Vol. 3, Issue 2). PT Remaja Rosdakarya. https://www.uinsi.ac.id/prodi-pendidikan-guru-raudhatul-athfal-s1/
Astriya, B. R. I. (2023). Implementasi Pendidikan Karakter (Character Education) Melalui Konsep Teori Thomas Lickona Di Paud Sekarwangi Wanasaba. In JEA (Jurnal Edukasi AUD) (Vol. 8, Issue 2, p. 227). https://doi.org/10.18592/jea.v8i2.7634
Catala, A., Gijlers, H., & Visser, I. (2023). Guidance in storytelling tables supports emotional development in kindergartners. Multimedia Tools and Applications, 82(9), 12907–12937. https://doi.org/10.1007/s11042-022-14049-7
Gasser, L., Dammert, Y., & Murphy, P. K. (2022a). How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educational Psychology Review, 34(3), 1445–1475. https://doi.org/10.1007/s10648-022-09667-4
Gasser, L., Dammert, Y., & Murphy, P. K. (2022b). How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educational Psychology Review, 34(3), 1445–1475. https://doi.org/10.1007/s10648-022-09667-4
Halimah, L., Arifin, R. R. M., Yuliariatiningsih, M. S., Abdillah, F., & Sutini, A. (2020). Storytelling through “Wayang Golek” puppet show: Practical ways in incorporating character education in early childhood. Cogent Education, 7(1), 1794495. https://doi.org/10.1080/2331186X.2020.1794495
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1023/b:ecej.0000048967.94189.a3
Kohlberg, L. (1981). Essays on moral development. In Essays on Moral Development (Vol. 1, p. 441). Harper & Row. https://ixtheo.de/Record/1078554773
Kurniasari, N., Arif, M., & Sibawaihi, S. (2025). Sintesis Pemikiran Al Attas dan Lickona dalam Pembentukan Karakter Anak Usia Dini di Era Digital. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(5), 2199–2210. https://doi.org/10.31004/obsesi.v9i5.7211
Li, L., & Tomasello, M. (2022a). Disagreement, justification, and equitable moral judgments: A brief training study. Journal of Experimental Child Psychology, 223, 105494. https://doi.org/10.1016/j.jecp.2022.105494
Li, L., & Tomasello, M. (2022b). Disagreement, justification, and equitable moral judgments: A brief training study. Journal of Experimental Child Psychology, 223, 105494. https://doi.org/10.1016/j.jecp.2022.105494
Lickona, T. (2013). Educating for character: How Our Schools Can Teach Respect and Responsibility (Terjemah). In Jakarta,Bimi Aksara. Bantam Books. https://books.google.co.id/books?id=Cx0nJf7KZAcC
Oľhová, S., Lášticová, B., Kundrát, J., & Kanovský, M. (2023a). Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context. Social Psychology of Education, 26(1), 81–105. https://doi.org/10.1007/s11218-022-09708-4
Oľhová, S., Lášticová, B., Kundrát, J., & Kanovský, M. (2023b). Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context. Social Psychology of Education, 26(1), 81–105. https://doi.org/10.1007/s11218-022-09708-4
Raboteg-Saric, Z., & Hoffman, M. L. (2001). Empathy and Moral Development: Implications for Caring and Justice. In Contemporary Sociology (Vol. 30, Issue 5). Cambridge University Press. https://doi.org/10.2307/3089337
Rahiem, M. D. H. (2021a). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x
Rahiem, M. D. H. (2021b). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x
Retnaningrum, W., & Hazhari, A. (2024). Analysis of Character Education for Social and Emotional Development in Early Childhood. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 8(2), 145–157. https://doi.org/10.19109/ra.v8i2.26242
Russell, S. J., & Cain, K. (2022a). The animals in moral tales: Does character realism influence children’s prosocial response to stories? Journal of Experimental Child Psychology, 219, 105392. https://doi.org/10.1016/j.jecp.2022.105392
Russell, S. J., & Cain, K. (2022b). The animals in moral tales: Does character realism influence children’s prosocial response to stories? Journal of Experimental Child Psychology, 219, 105392. https://doi.org/10.1016/j.jecp.2022.105392
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Torraco, R. J. (2016). Writing Integrative Literature Reviews: Using the Past and Present to Explore the Future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606
Vygotsky. (1980). Mind in Society: The Development of Higher Psychological Processes. In Science & Society: A Journal of Marxist Thought and Analysis (Vol. 44, Issue 1). Harvard University Press. https://doi.org/10.1177/003682378004400121
Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
.png)
.png)
