School culture should be developed in schools. School culture development done in order to establish an academic climate of the school. In development (Adjar S, 2009: 24) takes several steps: (1) observe and read the existing school culture, traces the history and the problems raised by the existence of the school culture, (2) developing a school culture assessment system consistent with the goals desired school improvement, (3) conduct assessment activities in order to diagnose problems and cultural actions that can be performed, (4) develop a vision, mission and strategy of the school, (5) conduct a redefinition of roles: principals, teachers, students, parents , and various stakeholders, (6) be aware of the negative old behavior, (7) design pattern and development of school culture membangn new practices and new artifacts consciously linked with the old values that are relevant and new values are expected to grow, (8) monitoring and evaluation of the dynamic, the development of school culture and its impact.
Development of school culture is the responsibility of all components of the school.
Kemendiknas (2003: 13), conditions that favor the development of school culture include, 1) the selection of sustainable urgency, 2) the development of teamwork and team leadership, 3) internal habituation school simplicity, not extravagance, wasteful and prestige, 4) development path as short as possible, 5) minimize bureaucracy.
In the opinion of the General Directorate of Education in Mardapi (2003) primary culture better and recommended to be developed in schools, among others, (1) a culture of honesty, (2) a culture of trust, (3) cultural cooperation, (4) a culture of reading, (5 ) disciplined and efficient culture, (6) net culture, (7) culture of achievement, (8) culture of reward and reprimand. As a feature or a sign of a change can be seen from several indicators of culture in the eighth. The indicators of each of the above aspects of culture are:
2.1 culture of honesty
a) transparency in school policy-making, such as new admissions b) the independence of students in completing the tasks assigned by the teacher c) the fit between every activity reports with the fact that there d) tersampaikannya any information that should have been addressed kesasaran
2.2 culture of trust
a) delegation of authority if the leaders are not in place. b) determination of the trainees, refresher courses and seminars c) the establishment of work teams or task forces
2.3 cultural cooperation
a) the enforceability of either division of teaching duties and other tasks, b) decision-making, involving the entire school, c) establishment of participation in the school
2.4 culture of reading
a) the number of visits to the library b) the number of books borrowed c) type of books borrowed or read
2.5 disciplined and efficient culture
a) timeliness in the learning process b) frequency of attendance of teachers and students c) how to dress, teachers, and employees d) the use of facilities, amenities, school media
2.6 Clean culture
a) the cleanliness of the school grounds b) the cleanliness of the classroom c) hygiene of toilet 2.7 cultural achievement
a) teacher participation in various competitions b) achievement motivation
2.8 culture of reward and reprimand.
a) Providing oral or written reprimand for the mistakes, or at least not award credit for the achievement, and hail. b) Appreciate the difference.
In this study the researcher will only focus on the 5 aspects of culture, namely: (1) culture of discipline and efficient, (2) net culture, (3) cultural cooperation and togetherness, (4) a culture of mutual respect and greet, and (5) a culture of honesty. This case, because the five aspects of the culture was seen to have a close connection with the moral aspects of intelligence.
Character (Moral Intelegences)
Character is defined as a set of specific traits or characteristics of a person. The character has not been appointed at the appropriate circumstances norm or violate the norms. As long as it is nature or human behavior can be called character. The concept of character education in kaitanya poerilaku kaakter is a series that is considered normative or good (according to the norms of society) so that the characters in this study will be approached from the theory of moral intelligence.
Moral intelligence is the ability to understand what is right and wrong: that is to say, having a strong ethical beliefs and act on that belief, so people behave properly and honorable (Michele Borba, 2008: 4). Intelligence is very important this include the main characters, such as the ability to
understand the suffering of others and do not act maliciously; able to control impulse and delay gratification; hear from various stakeholders before giving appraisal; accept and respect differences;
able to understand the options that are unethical;
can empathize; fight for justice and show compassion and respect for others. This is the main traits that will form a good boy, character, and good citizenship.
Michele Borba (2008) awakened the moral intelligence of the seven cardinal virtues namely, empathy, conscience, self-control, respect, kindness, tolerance, and justice.
a. Empathy, a person's ability to understand other people's feelings. Children who have empathy trait tend to be sensitive, sensitive to the needs and feelings of others, encouraging help people in distress or pain, as well as demanding treat people with compassion.
b. Conscience is the inner voice that helps children choose the right way than the wrong way and stay on a moral path. Children who have a high level of conscience tend to stand up and admit a mistake and say sorry, able to identify mistakes in their behavior, honest and trustworthy, rarely requiring a reprimand or a warning from a person authorized to act properly, recognize the consequences of inappropriate behavior / wrong, not blame on others.
c. Self-control, help children resist the urge from within themselves and think before you act, so naka doing the right thing, and less likely to take action that will lead to bad consequences. Children with self-control tend to wait their turn and rarely impose their opinions or interrupt; able to regulate impulse and drive without adult assistance; easily calmed down when frustrated / disappointed or angry; refrain from physical aggression; rarely require warnings, persuasion, or reprimand to act true.
d. Respect, encourage children to be kind and respectful of others. Children with respect tend to treat others respectfully though different, using a polite tone and refrain from talking about friend / other person in the back and sassy behavior, treat yourself with appreciation, respect the privacy of other people .
e. Kindness, help children mempu da show concern for the welfare of other people's feelings. By developing this virtue, the child is more compassionate and not think too much about yourself, and realize good deeds as right action.
f. Tolerance, making the child is able to appreciate the difference in quality in others, open to the views and beliefs in others regardless of race, gender, appearance, culture, beliefs, and abilities. Children tend to show a tolerant tolerant of others regardless of differences; showing respect for adults and authority figures have; open to get to know people from different backgrounds and with different
beliefs; voice their displeasure and concern over someone who insulted; stretched on the other hand a weak child, do not allow any cheating; refrain from giving comments which will hurt another child or group; focusing on positive character in others despite differences among them; refrain from judging others.
g. Justice, guiding children to treat others well, impartial, and fair, so that he abide by the rules, like taking turns and sharing, as well as hearing all parties openly before giving any judgment.
Children who have a sense of justice in him very happy for the opportunity to help other people do, do not blame others with impunity, be willing to compromise to meet the needs of others, open- minded, true sportsmanship in sports games, resolve problems by peaceful means and fair, play by the rules; willing to acknowledge the right of others to ensure that they should be treated equally and fairly.
Factors Affecting Children Moral Intelligence According to Bern are quoted from by Yuli Kurniawati (2009) argues that there are three circumstances (contexts) that affect a person's moral development, namely: situation, individual, and social. The three conditions are:
a. Context of the situation. Context of the situation include the nature of the relationship between the individual and related to whether there are other people who see it, the same experience before, and social values or norms in the community residence (in Yuli K Turiel, 2009). b. Individual context.
Individuals include the nature and context of the existing conditions within the individual, namely:
1) Temperament; moral development may be influenced by the individual's temperament, innate characteristics of a person sensitive to a variety of experience and the ability to react to variations in social interaction, 2) Self-control (self-control);
moral development may also be influenced by self- control, the ability to regulate impulse, behavior, and emotions, 3) Self-esteem (self-esteem); In children, self-esteem has not developed completely.
The concept is more appropriate to describe it is self-worth. At preschool age children, the value of the child can not be based on a realistic appreciation. Children are able to make an assessment of their competence but have not been able to sort out its importance, 4) Age and intelligence; moral reasoning associated significantly with age and IQ (Kohlberg et al in Yuli Kurniawati: 2009). The older the child the child's moral reasoning were developed in accordance with the stages. Along with changes in children's ability to capture and understand, the children move to the higher moral development, 5) Education; Through education, children have the opportunity to develop their child's critical thinking.
Critical thinking can be developed through practice
discussions to promote the development of moral reasoning. Children are socialized and given the opportunity to engage in dialogue to help improve the capacity of moral, 6) social interaction;
Interactions child with others allows for open communication and dialogue, children have the opportunity to express their views, 7) Emotions; Individuals are motivated to behave morally when conditions characterized pleasant feelings emotions than unpleasant feelings.
c. social context
Social context associated with the child's social interaction with the social environment are:
1) Family; Michele Borba (2008) argues that in order to build a moral culture must begin at home. Morality is built on the basis of love, affection of both parents to the child's father and mother to the child, 2) Peers; Children who have the opportunity to participate in a peer group can further develop reasoning and moral behavior, 3) Schools, Schools influence moral development through the learning program and its staff (Sadker
& Sadker in Yuli K, 2009), 4) Mass media, research on the influence of television and moral judgment in children show that children who spend more time watching television shows moral reasoning levels lower (in Yuli K Berns, 2009). Children to identify the model through the television, the child receives the attitude and behavior of the characters in the television and in the end the child to imitate, 5) Society; Some experts believe that moral development is influenced by cultural ideologies in society. Children learn manners through natural processes within the family which certainly colored by the philosophical values of the culture that is believed by the family.
According to the above explanation, the factors that influence the development of children's moral intelligence and social factors include indvidu
3. Children's Moral Development Moral development is change, reasoning, feelings, and behaviors about right and wrong standard mengenahi. Moral development is characterized by the child's ability to understand the rules, norms and ethics in society (Santrock, 2007: 117). Visible moral development of moral behavior in society that show compliance with the values and norms of society. Santrock (2007: 132-135) states that moral behavior is heavily influenced by the parents' parenting and behavior of the people around him.
School Culture
The distribution of student’s school cultures shown in table below:
Table 1. School Culture Descrptions
Interval f % Chategories
≥ 72,15 35 32,8 High
60, 15 – 72,15 55 51,2 Average
≤ 60,15 10 16,0 Low
Numbers 100 100
Figure 1. School Culture Descript
The figure shows that the cultural aspects of a discipline that has a fairly high percentage of 23%, while the culture of cleanliness has a fairly low percentage of 11%. This suggests that aspects of school discipline a priority in carrying out life in school. Despite the fact that in the field, do not rule out the possibility that other aspects of culture are also a priority school.
Characteristics of Moral Intelligence
The characteristics of moral intelligence of students in elementary group IV Minomartani Ngaglik Sleman as shown in Table 2 below:
Table 2. Moral Intelegences Distribution Interval Frekuensi % chatyegori
≥ 74,4 10 19,2 High
60,5 – 74,4 86 67,0 Average
≤ 60,5 4 12,8 Low
Numbers 100 100
The percentage level of activity of each aspect of moral intelligence possessed by the 5 th grade students Minomartani cluster IV can be seen as follows:
Figure 2. Moral Intelegences Distributions Diagram above showed the percentage of 5 th grade students has a heart cluster IV is high, as shown by the attitude of those who have a caring
and compassionate attitude toward others. From the above data aspect of conscience have a pretty low percentage. This is demonstrated by the lack of honesty of the students, for example, many students who think that they sometimes like cheating.
A. Effect of School Culture on Moral Intelligence Positive influence on the school culture moral intelligence of students can be seen on the scale or the correlation coefficient R = 0.612, R = 0.374 squere. Based on the analysis mentioned that if, correlation coefficient or R count is greater than the R chart (at 0.228), it can be said that there is a positive effect of school culture on students' moral intelligence.
As based on the results of data analysis, it can be seen the level of the percentages of each aspect of school culture that influence students' moral intelligence as shown below:
Figure 3. School culture contributions The picture above shows the percentage of donations that discipline has considerable influence high at 24% and aspects of cooperation have little influence persentaase donation by 16%.
Shape effect of school culture on students 'moral intelligence can be described by the regression equation Y' = 26.459 + 0.694 X. The equation shows that whenever there is an increase culture or school culture by 1 point, then the moral intelligence can be increased by 0.694 points at 26.459 point constants and vice versa if beitu decreased.
The study show that there is a tendency the higher influence school culture held at the school the higher moral intelligence of students.
Conversely, if the lower the influence of school culture, the lower the moral intelligence of students.
This is due to the pattern of school culture that built and implemented by all components of the school have an impact on students' moral intelligence, which makes students better understand any behavior done.
The amount of influence or contribution is 37.4% with a regression equation Y '= 826.459 + 0.694 X, the remaining 62.6% is determined by other factors. Another factor that can contribute to students' moral intelligence, among others;
parenting parents, peer relationships, internet, television.
3. Conclusion
Based on the results of hypothesis testing and the discussion it can be concluded that the culture of the school has a positive influence on students' moral intelligence 5 th grade IV Minomartani cluster. This is indicated by the amount of correlation coefficient of 0.612. Massive contribution to the school culture influence students 'moral intelligence of 37.4% with the regression equation Y' = 26.459 + 0.694 X
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