Are There Levels of Students Morales? The Effects of Biological Problem Solving on Moral Development

The implementation of the value of life and integrity has been done in the teaching and learning process of science by moral problems in life that relate to biological issues and to train the students’ capability in problem-solving. It stimulated the students’ moral development involving logic, feeling, and behaviors deemed as right and wrong in students. The purpose of this study is to describe the students’ tiers of moral development through valid and reliable biological problem-solving. This study is descriptive research with a qualitative approach. The theoretical formulation formed is a design of the level of moral development about biological problems. The collection of data is done through a task-based interview. The subject of this research is students in the 8th grade of Banjarmasin Middle School. The data is analyzed using a constant comparison method. The results of this study indicate a valid and reliable level of students’ moral development in solving biological problems. JPM2B1: An action is considered good from its principles and point of view to fulfill his/her obligations and needs without caring about other people’s needs. Students often claim that “solving a problem is easy, it’s because our teacher taught us to solve it”. JPM2B2: An action is considered good from its perspective and principle of the movement for the greater good and planning a solution. JPM2B3: An action is considered good with a view of helping each other in creating a better future. JPM2B4: An action is considered good with a view of caring for the needs of others, emphasizing rational considerations for humanitarian reasons and God’s blessing.

Problem-solving is a thought that is directly directed to find a solution to a specific problem (Duong, 2012). Wetzel (2008) states, problem-solving is the essence of scientific inquiry. Perry (2009) states that problem-solving is the art of thinking in its purest form.
The ability to solve problems related to one's moral consequences can generally be said to vary according to differences in personality, way of thinking, and behavior (Ma-Kellams & Blascovich, 2013;Huitt, 1992;Myszkowski & Storme, 2012;Huszczo & Endres, 2013). Meanwhile, Dewiyani (2010), in her research, found the profile of each individual's thought process in solving problems turned out to be different.
Problem-solving referred to in this study is students learning in problem-solving from assignments related to the biological science materials taught by the teacher. The materials have a real-life context and presented in the form of discourse on moral dilemmas or intellectual conflicts (Fraenkel, 1977;Lind, 2005;Budiningsih, 2008). Based on the ground of moral dilemma, then students must identify the problem; identify possible solutions where students position themselves against the moral dilemma they face. Based on the results of students' problem-solving, we will see how students position themselves in the moral dilemmas they understand, the diversity of answers in the context of problem-solving, the novelty of their findings from the results of the analysis, and conclusions in the form of the authenticity of ideas made.
Based on the background of the research, the problems in this study are formulated as follows: "How is the valid and reliable level of students' moral development in solving biological problems?"

Research Type
The stochastic theory formulated in this research is a scientific study that continues to develop. The data granted was obtained from what happened in the field, which was attended, accepted, and thought about by the students as research subjects. The description tracking of research data will be through interviews with tasks as explanatory morals and characteristics of moral development. This type of research is a descriptive study using qualitative research.

Participant (Subject) Characteristics
The subject of this research is students in the 8th grade of Banjarmasin Middle School ies.ccsenet. Research proc udies cedure Vol. 13, No. 6;2020 ies.ccsenet.  A good act is judged by the views and principles of its actions to fill its obligations and needs regardless of the needs of others, can formulate problems, and plan problem solving according to their role based on biological material. Students tend to claim solving the problems quickly because the teacher has taught them, but cannot solve diverse problems, and there are no new expressions.

JPM2B2
A good act is judged by the views and principles of its actions for the common good and mutual respect.
When positioning and planning solutions, they consistently link problem-solving plans based on the biological material they have learned and can explain according to their respective roles. They can make questions in different ways, but the completion step only repeats the previous explanation, and there is no new expression.

JPM2B3
A good act is judged by the view of mutual help between each other to create a better future. When positioning and planning for solutions, they consistently link with biological materials they had learned.
Students find it challenging to do the settlement and review the problem solving again due to unfamiliarity in the other role. Still, the answers are quite varied, and the steps are correct in various ways. They still repeat the previous explanation, and there are no new expressions.

JPM2B4
A good act is judged by the view of caring for the needs of others, emphasizing rational considerations for humanitarian reasons and God's blessing. When positioning and planning a solution, they consistently link to the biological material they had learned. Students find it challenging to do the settlement and see the problem again due to unfamiliar roles, but the answers are quite varied, the steps are correct in various ways.
They tend to change plans with humanitarian considerations, according to the needs of the person involved.
They have novel ideas, the desire to give good to others, noble and praiseworthy in everyday life.

Characteristics Result of Moral Development Grading on Biological Problem
A summary of the characteristics of students' moral development (SU and LND) residing in JPM2B1 is as follows. Understanding: Understands what is asked but not knowing the other side of the question Solution planning: Not yet able to make a plan for solving the problem that comes from the questions he made Problem-solving: Do not execute the steps of the solution plan.
Evaluation of the results obtained: There is no revaluation of the solution and is not suitable.
New idea (none): No different from before.

LND
Connecting problems based on biological material he has learned. An action is considered good if it serves to meet their own needs. Understanding: Understands what is asked but prioritizes personal interests Solution planning: Not yet able to make questions that fit the problem he understands Problem-solving: Not yet based on the proposed plan that causes incorrect completion steps.
Evaluation the results obtained: There is no revaluation of the solution and is not appropriate.
New idea (none): No different from before.
A summary of the characteristics of students' moral development (SU and LND) residing in JPM2B2 is as follows. Problem Solving: Not yet based on the proposed plan that causes incorrect completion steps.
Evaluation of the results obtained: Has not yet produced a solution obtained from the previous problem solving.
New Idea (None): No solution was found from the problem solving step.

Characteristics of Students' Moral Development at Each Level in Biological Problem Solving
Characteristics of moral levels in solving biological problems at each level are presented in Table 1.

Other Findings for Each JPM2B
Based on the written assignments and the results of interviews for each subject, the study obtained the following results: 1) JPM2B1 a. Subjects tend to be more comfortable in expressing good and bad about moral dilemmas through doing written assignments.
b. Subjects are only able to understand the problem of the role in the discourse of moral dilemmas.
c. Subjects are planning solutions and steps not in accordance with the problem they understand. d. Mastery of the subject to the material allows the related person links with other explanations in biology. ies.ccsenet.org International Education Studies Vol. 13, No. 6;2020 2) JPM2B2 a. Subjects find it easy to express which one is good and bad to moral dilemmas through doing written assignments. The statement shows that there are differences in moral development according to the problem compared to JPM2B1.
b. Understanding the problem of both roles in the moral dilemma discourse is appropriate, which shows an increase in moral development in understanding biological problems compared to JPM2B1.
c. The subject makes common questions in different ways. d. Mastery of the subject of the material allows the related person with other explanations in the material of biological science.
3) JPM2B3 a. Subjects tend to find it difficult when expressing which one is good and bad to moral dilemmas in doing written assignments.
b. Subjects have difficulty in positioning themselves into two different roles in communicating their thinking, personality, and problem-solving behavior.
c. The challenge encountered is due to the unfamiliar second role, so the prediction of answers is quite varied.
d. Some solutions are related to steps in biological material, and some are not, in everyday life.

4) JPM2B4
a. Subjects tend to feel difficult when expressing which one is good and bad of moral dilemmas in carrying out written assignments, indicating the existence of differences in moral development.
b. Subjects have difficulty in positioning themselves into two different roles in communicating their thinking, personality, and problem-solving behavior.
c. The teacher in biological science has never given the task of solving the moral dilemma problem that has been done.
d. Subjects received the ability to link with steps other than biological material, namely religious material.

Level of Moral Development in Biological Problems
The feasibility of the level of moral development and written assignments developed is determined based on the evaluation of JPM2B's hypothetical theory, written tasks by experts and practitioners, and readability of written assignments by students.
The hypothetical JPM2B theory developed by researchers is a theory related to the level of moral development of Piaget, Kohlberg, and Hoffman. Based on these three theories and linked to Polya's (1973) problem-solving theory, a fundamental theory (theoretical formulation), which was called the level of moral development in biology, was found.
Based on the results of the validation carried out by experts, the overall average results obtained for this JPM2B based on the expert validation test amounted to 4.61 with a correct category, while for reliability earned 96.31%. The result means that levels and theories are in line with the expression, as well as the way of thinking of researchers to construct the level can be accepted. The validity of the contents and constructs of the theory is sufficient so that they can be implemented and verified in the field.

2) Written Assignments
Based on the results of the validation carried out by experts, the overall average results obtained for this written assignment based on the expert validation test were 4.81, with the category of very valid and reliability of 98.13%.
The results of this assessment indicate that the written assignments arranged theoretically are very valid, meaning that written assignments are following the mindset of researchers to construct written assignments that are acceptable. It means that the content and construct validity of the theory is sufficient so that it can be implemented and verified in the field.

Comparison of Students' Moral Development Divisions in Biological Problem Solving
The characteristics of even-numbered subjects in this study appear in the lower category than odd-numbered subjects in producing novelty. It is suspected that the subject is taken in the growing category of adolescents because he was only 13 years old. According to Berndt (in Santrock, 2007), at the age of 13-15 years, adolescents show signs of developing a problem-solving style that is more free from the peer or parental influence. Research conducted by Leventhal (Santrock, 2007) shows support for Berndt's discovery, namely that the influence on peers increases in early adolescence (13-15 years).
There are similarity characteristics that appear at each level of JPM2B1, JPM2B2, and JPM2B3. The similarity that arises is in terms of positioning the primary role of the written task discourse undertaken. But in JPM2B4 compared to the previous JPM2B, there were "differences" in terms of subjects making new expressions made on male subjects. These differences illustrate the characteristics for each hierarchy, where the higher the level, the subject's ability to solve moral-based biological problems increases.

Characteristics of Students' Moral Development at Each Level in Resolving Biological Problems
The steps to plan solutions and solve problems on all subjects at all levels show arguments that are practically easier to remember and know than conceptually. The practical case is easy to remember, for example, using material excerpts contained in the moral dilemma discourse or quoted information about the problem or what is known. Whereas conceptual arguments are easy, for example, using materials learned in previous biological science learning that are remembered correctly.
The subjects in JPM2B4 have been able to use action-based arguments from their experience of learning biology in class, which comes from their sincere belief in the greatness and power of Allah. The analysis shows that the subject's moral development tends to gain empathy used to evaluate interpersonal dilemmas. The result means that the characteristics of JPM2B obtained are compatible with the level of moral development proposed by Piaget, Kohlberg, and Hoffman. The result shows that gender differences are found in moral emotion and cognition (Nunner-Winkler et al., 2007;Malti & Buchmann, 2010;Eisenberg et al., 2014). These differences may be the result of gaps in social expectations, directing children to express more caring feelings in behavior than boys (Hastings, McShane, Parker, & Ladha, 2007).
According to Kurtines and Gerwitz (1991), the process of forming moral actions or behaviors involves four important stages.
(1) Interpreting the situation to understand and discover what actions are possible to do and how they affect the overall problem. (2)  Meanwhile, in terms of the ability to solve problems from the moral dilemma in biology, it shows that subjects at all JPM2B levels have demonstrated the ability to understand issues. Some subjects demonstrate the ability to plan solutions, resolve problems, and re-assess problem-solving. The result has fulfilled the Polya model step in solving biological problems. It shows that problem-solving is one of the most important abilities and needs to be developed in junior high biological science learning. This discovery is supported by the statement of the Ministry of National Education (2010); problem-solving is the process of applying previously acquired knowledge to new unknown situations. According to Duong (2012), problem-solving is the art of thinking in its purest form. In the classroom, problem-solving is best used to help students understand complex ethical dilemmas, think about the future, or do strategic planning.

Other Findings for Each JPM2B Level in Resolving Biological Problems
Based on the written assignments and the results of interviews of the research subjects, the following findings were obtained.
1) The highest level (JPM2B4) to the lowest level (JPM2B1) of subjects have reached the positioning indicators. The result shows that students have been able to use their thinking skills and help students understand a dilemma. Muhson (2007) states that the goal of problem-solving is to instill in students how to think systematically and logically in overcoming a problem at hand.
2) Characteristics of moral development obtained tend to increase along with the JPM2B level they occupy. The result shows that the ability to solve problems related to one's moral consequences generally varies according to differences in personality, way of thinking, and behavior (Ma-Kellams & Blascovich, 2013;Huitt, 1992;Myszkowski & Storme, 2012;Huszczo & Endres, 2013 ). Similarly, Sarbaini (2011) states that the conflict of moral values will encourage the occurrence of thought processes, stimulate changes, and the development of cognitive structures of children towards the future self-positioning and problem-solving.
3) Mastery of the subject in all JPM2B over the biological material allows other relevant relatable explanations in the materials in biology. This is in accordance with the statement of Suyanto (2010), that there are several ies.ccsenet.org International Education Studies Vol. 13, No. 6;2020 strategies that can be applied to create a learning system that develops the nation's morals through biology. Including by using the problems of Indonesian people's lives such as poverty, disease, food shortages and malnutrition, population growth height, environmental pollution, forest destruction, flora and fauna extinction, and so on. 4) Subjects tend to feel easy to difficult when expressing which one is deemed as good and bad to the moral dilemma in doing written assignments. The difficulty is due to the role in the unfamiliar dilemma, so the prediction of answers is quite varied. This is following Ibrahim's (2003) statement, that the problem-solving model leads students to the many procedures used to organize knowledge and draw conclusions.
5) The discovery of the ability to associate with biology materials shows novelty in noble morals and religious content. Duong (2012) states that, problem-solving is a thought that is directly directed to find a solution to a specific problem.

Conclusion
Based on the results of research and discussion, it can be concluded that the formulation of valid and reliable classifications and identification of students' moral development in solving biological problems (JPM2B), as follows: 1) JPM2B1 is a good act judged by the views and principles of its actions to fill its obligations and needs regardless of the needs of others, can formulate problems, and plan problem solving according to their role based on biological material. Students tend to declare solving problems quickly because the teacher has taught them, but cannot solve diverse problems, and there are no new expressions.
2) JPM2B2 is a good act judged by the views and principles of its actions for the common good and mutual respect. When positioning and planning solutions, they consistently link problem-solving plans based on the biological material they have learned and can explain according to their respective roles. They can make questions in different ways, but the completion step only repeats the previous explanation, and there is no new expression.
3) JPM2B3 is a good act judged by the view of mutual help between each other to create a better future. When positioning and planning for solutions, they consistently link with biological materials they had learned. Students find it challenging to do the settlement and review the problem solving again due to unfamiliarity in the other role. Still, the answers are quite varied, and the steps are correct in various ways. They still repeat the previous explanation, and there are no new expressions. 4) JPM2B4 is a good act judged by the view of caring for the needs of others, emphasizing rational considerations for humanitarian reasons and God's blessing. When positioning and planning a solution, they consistently link to the biological material they had learned. Students find it challenging to do the settlement and see the problem again due to unfamiliar roles, but the answers are quite varied, the steps are correct in various ways. They tend to change plans with humanitarian considerations, according to the needs of the person involved. They have novel ideas, the desire to give good to others, noble and praiseworthy in everyday life.