Moral and Personality Development in the Perspective of the SDGs: A Critical Analysis of Kohlberg’s Theory and Its Implementation in Junior High Schools

William Jasson Ngangi (Pascasarjana Universitas Islam Negeri Salatiga)
Mukh Nursikin (Pascasarjana Universitas Islam Negeri Salatiga)
Badrus Zaman (Pascasarjana Universitas Islam Negeri Salatiga)
Muhammad K. Ridwan (Institute of Islamic Studies, McGill University)

Profetika: Jurnal Studi Islam
Vol. 25 No. 02 (2024): Profetika Jurnal Studi Islam 2024

Objective: This study explores the implementation of moral and personality development within the framework of the Sustainable Development Goals (SDGs) by analyzing the application of Kohlberg’s moral development theory through project-based learning in junior high schools in Purworejo, Central Java. The main objective of this research is to examine how project-based learning, as part of the independent curriculum, fosters students’ moral and personality growth. Theoretical framework: The theoretical framework is based on Lawrence Kohlberg’s stages of moral development, emphasizing the importance of moral reasoning in shaping ethical behaviour. Literature review: A literature review reveals that integrating moral education into formal curricula, particularly through experiential learning, can enhance students’ capacity for critical thinking, ethical decision-making, and personal responsibility—elements essential for achieving the SDGs in education. Methods: A qualitative descriptive method was employed, using observation, interviews, and documentation for data collection. Data analysis followed the steps of data reduction, data display, conclusion drawing, and verification. Results: The research findings indicate that at SMP Negeri 40, moral and personality development was effectively nurtured through democratic election projects (OSIS and MPK) and a local food processing initiative. Similarly, SMP Sultan Agung Purworejo applied the IPNU and IPPNU election projects, as well as a local cultural project titled Kitab Ngudi Susilo, to instil moral values and cultural awareness. Implications: The implications of this study suggest that contextual, project-based learning strategies are successful in aligning educational outcomes with the moral and personality competencies targeted by the independent curriculum and the SDGs. Novelty: The novelty of this research lies in the contextual application of Kohlberg’s theory within the Indonesian junior high school setting, highlighting how project-based learning can bridge theory and praxis in moral education.