MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT IN PRIMARY SCHOOL

Cultural traditions of Value education in Indonesia through value transmission, whereas humans have the potential to not only receive value but also develop value. So in addition to the transmission of values, there is another model of learning that is constructive value or value development. This will give birth to rational people in thinking and maturing in action. The process through moral judgment by Choosing, Frizing, Acting or Behaving. Then it is realized through mediation of moral dilemmas and role-taking. The moral dilemma one of the syntax of moral cognitive-based learning models. Where students are faced with one dilemma dilation that must be chosen. The choice is not about right or wrong, but the reason behind that choice. This Cognitive Moral Development model can be tested through the Difing Isuues Test by James Rest to find out the stages of moral development of elementary school. In addition through moral dilemmas, moral development in elementary schools can be through Role taking in Just Community School. This school of fairness presents the natural atmosphere of the same school position between teachers and students. Students feel completely alive and always face a dilemmatic situation that they must play. Furthermore, moral development through peers in elementary school. At the elementary school stage students are still taught the transmission of values, but this should not be dismissed and neglected about other potential that is developing value, because students will become adults who have the personality of all events he learned as they life. This study is expected that students not only accept the moral values inherited because it will produce a good person or obedient but not resistant to temptation (exam) but also can develop the value to be a good person and mature in taking every decision.