Pendidikan Karakter dalam Mitos Yogyakarta: Analisis Moral Knowing, Moral Feeling, dan Moral Action

Khalifatun Saudah, Muhammad Saleh, Hajrah Hajrah, Usman Usman, Anita Candra Dewi

Abstract

This study aims to analyze character education in Yogyakarta myths through the framework of moral knowing, moral feeling, and moral action. The method employed is a qualitative descriptive-analytical approach using narrative analysis of three myths from Antologi Cerita Rakyat Daerah Istimewa Yogyakarta by Dhanu Priyo Prabowo, namely Tombak Baruklinting, Raksasa Penjaga Gunung Merapi, and Mbok Randa Bintara dan Lurah Cakrajaya. The findings reveal that myths not only represent character values but also construct the process of character formation through narrative structures that connect norms, conflicts, and consequences. Three patterns of character formation are identified: normative-repressive, deliberative-collective, and transformational, reflecting the integration of cognitive, affective, and behavioral dimensions. These findings affirm that myths function as pedagogical mechanisms that support the holistic internalization of values, thereby holding potential as contextually grounded sources for character education based on local wisdom.

 

Abstrak

Penelitian ini bertujuan menganalisis pendidikan karakter dalam mitos Yogyakarta melalui kerangka moral knowing, moral feeling, dan moral action. Metode yang digunakan adalah kualitatif deskriptif-analitis dengan pendekatan analisis naratif terhadap tiga mitos dalam Antologi Cerita Rakyat Daerah Istimewa Yogyakarta karya Dhanu Priyo Prabowo, yaitu Tombak Baruklinting, Raksasa Penjaga Gunung Merapi, dan Mbok Randa Bintara dan Lurah Cakrajaya. Hasil penelitian menunjukkan bahwa mitos tidak hanya merepresentasikan nilai karakter, tetapi juga membangun proses pembentukan karakter melalui struktur naratif yang menghubungkan norma, konflik, dan konsekuensi. Ditemukan tiga pola pembentukan karakter, yaitu normatif-represif, deliberatif-kolektif, dan transformasional, yang mencerminkan integrasi dimensi kognitif, afektif, dan perilaku. Temuan ini menegaskan bahwa mitos berfungsi sebagai mekanisme pedagogis yang mendukung internalisasi nilai secara holistik, sehingga berpotensi menjadi sumber pendidikan karakter berbasis kearifan lokal yang kontekstual.

Keywords

Character Education; Yogyakarta Myths; Moral Values; Local Wisdom; Thomas Lickona

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DOI: https://doi.org/10.26499/sawer.v32i1.1687

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