The Learning of Pancasila Values Construction Through Moral Inquiry: A Phenomenological Study of Prosocial Character of Health Vocational Students
Abstract
The pedagogical challenge in health vocational education lies in preventing the reduction of Civic Education to a mere formalistic exercise that fails to influence professional behavior. This study investigates the construction of Pancasila values through the implementation of Moral Inquiry as a deliberative instructional strategy designed to foster prosocial character among health vocational students. We explored the lived experiences of eight participants from Speech Therapy, Radiodiagnostic and Radiotherapy, and Hospital Administration programs who engaged in a systematic value internalisation process. By utilizing professional ethical dilemmas as the primary stimulus for cognitive disequilibrium, the research sought to move students beyond conventional rule-following toward a post-conventional civic disposition. Adopting a transcendental descriptive phenomenological approach, we focused on the structural and textural descriptions of the students' moral development. Our findings indicate that the construction of prosocial character is achieved through a rigorous process of ego reduction where the students’ self-oriented professional motives are surrendered to the civic imperatives of humanity and social justice. We identified a critical transition from theoretical value recognition to a habitual "moral automation" where prosociality becomes a core component of the students' vocational identity. This study demonstrates that the integration of civic values into specialized vocational training creates a "moral-technical synthesis" that empowers students to act as moral agents within the healthcare system. We conclude that this deliberative pedagogy is essential for developing a workforce that embodies the ethical spirit of the state philosophy while maintaining technical excellence in their respective health fields.
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