Indonesia Journal of Local Wisdom Education (IJLWE)
Vol 1, No 1, 2025, Page 7-18
DOI: https://doi.org/10.26740/ijlwe.v1n1.p7-18

Exploring Moral Development in Early Childhood: Integrating
Piaget, Kohlberg, Hoffman, and Haidt Perspectives through Local
Wisdom Project-Based Learning
Rizqy Aisyah Leonia*
Master of Early Childhood Education Study Programme, Universitas Negeri Yogyakarta
email: rizqyaisyah.2023@student.uny.ac.id
Kiki Irafa Candra
Master of Non-formal Education Study Programme, Universitas Negeri Yogyakarta
email: kikiirafa.2023@student.uny.ac.id
ABSTRACT

This study aims to explore moral development in early childhood by integrating perspectives from
Jean Piaget, Lawrence Kohlberg, Martin Hoffman, and Jonathan Haidt through project-based
learning. Using a quantitative approach, the study involved questionnaires completed by 28 early
childhood education teachers regarding children's religious and moral values in daily activities. The
results of data analysis showed that project-based learning significantly improved children's
understanding of morality and religious values. Teachers reported improvements in moral aspects,
such as empathy, justice and social responsibility, which are in line with Piaget's theory of moral
development, Kohlberg's stages of moral development, Hoffman's empathy and Haidt's moral
intuition. The study concludes that the integration of moral development theories in a project-based
curriculum can enrich early childhood moral education, facilitating the internalisation of values
through practical experience and social interaction. Recommendations for further research include the
development of more comprehensive measurement instruments and the application of similar
approaches across different cultural contexts.
Keywords: moral development, project-based learning, religious values
Article history
Received:
December 24, 2024

Revised:
January 27, 2025

Accepted:
February 20, 2025

INTRODUCTION

Published:
June 1, 2025

Piaget, Lawrence Kohlberg, Hoffman, and
Jonathan
Haidt
have
been
important
cornerstones in understanding how morality
develops from childhood to adulthood. (Ibda,
2023). Each theory provides a different
perspective on key aspects of this process,
highlighting the role of cognition, social
experience, and emotional intuition.

Morality and religious values play an important
role in individual development from an early
age. As an integral part of character formation,
understanding morality in childhood influences
future behaviour, social interactions and
decision-making.
Investigating
moral
development in early childhood is an important
endeavour in understanding this complex
process (Afiah & Haramain, 2022).

However, in the context of early childhood
education, moral development is not only about
understanding the theories separately, but also
about applying them holistically in a relevant
and meaningful learning environment. A.
Syamsudin emphasises the importance of moral

In recent decades, scholars have paid attention to
and investigated various theories on moral
development. Among them, theories from Jean

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

education from an early age as the basis for
children's character building. The role of parents
and teachers is crucial in teaching values such as
honesty,
responsibility,
empathy
and
co-operation through effective methods and
good role models. The integration of religious
and moral education aims to create individuals
of good character who can contribute positively
to society. This education is a long-term
investment to produce an ethical and responsible
generation. (Syamsudin, 2012). This is where
the project approach plays an important role. It
offers a rich framework for investigating
morality and religious values through hands-on
experience, collaboration, and reflection in
contexts that are meaningful to children.
(Mustafa et al., 2020).
Previous research has also discussed the
importance of moral development in early
childhood, stating that there are various
activities that can be used to stimulate children's
religious and moral development. Some of them
are storytelling, habituation, role-playing, and
other activities. (Khaironi, 2017; Permataputri &
Syamsudin, 2021).. In this article, we will
explore moral development in early childhood
by integrating the perspectives of Piaget,
Kohlberg, Hoffman, and Haidt through a project
approach. We will highlight the importance of
integrating these theories in designing deep and
meaningful learning experiences, as well as their
implications in understanding and strengthening
character formation in early childhood. As such,
this article aims to present a solid foundation
and best practices for educators and parents in
supporting early childhood moral development
through an integrated and contextualised
approach to learning.
LITERATURE REVIEW
Development and Learning
The development of knowledge is a spontaneous
process, linked to the entire process of
embryogenesis. Embryogenesis concerns the
development of the body, but it also concerns the
development of the nervous system and the
development of mental functions. In the case of
knowledge
development
in
children,
embryogenesis only ends in adulthood. While

learning is the process by which children acquire
specific knowledge or skills through experience,
education and practice. This process is more
flexible and can vary depending on the context
and methods used. Learning is often influenced
by the environment, including interactions with
adults and peers, as well as the teaching methods
applied.
Moral Development according to Jean Piaget
Jean Piaget, a renowned psychologist, not only
studied cognitive development, but also
provided important insights into children's moral
development.
Piaget
considered
moral
development as a process that is closely related
to cognitive development. In the early stages,
children have no understanding of social rules
(asocial), then they begin to follow rules due to
external authority (egocentric), and finally, they
develop a deeper understanding of morality as a
result of social co-operation and agreement
(cooperative). (Piaget, 1964). This development
shows a shift from a rigid and heteronomous
understanding of morality towards a more
flexible and autonomous understanding, along
with children's ability to think more abstractly
and consider the perspectives of others. Piaget
identified three main stages in children's moral
development:
asocial,
egocentric,
and
cooperative. Here is the explanation:
Asocial Stage
At this early stage, children are very young
(usually under the age of 2) and have no
understanding of social or moral rules. They are
not yet involved in significant social
interactions, so their behaviour is based on
personal needs and desires. (Afnita & Latipah,
2021). At this stage, children do not yet
understand the concept of right or wrong and do
not yet understand that their actions can affect
others. They have not yet demonstrated morality
because they have not been exposed to social
rules or norms.
Egocentric Stage
The egocentric stage usually occurs at around 2
to 7 years of age. In this stage, children begin to
interact more with others, but they still tend to
view the world from their own perspective
(Arnianti, 2021; Novitasari & Prastyo, 2020)..
Children at this stage understand rules, but they

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

often see them as something fixed and
unchangeable. They obey rules because an
authority (such as a parent or teacher) requires it,
not because they understand or agree with the
rules. Morality at this stage is often
heteronomous, where children accept rules and
norms from outside without understanding the
reasoning behind them.
Co-operative Stage
The co-operative stage usually emerges around 7
to 12 years of age and continues to develop into
adolescence. At this stage, children begin to
understand that social rules and norms are the
result of mutual agreement that can be
negotiated and changed if necessary. They begin
to develop autonomous morality, where they
understand and accept rules because they agree
with the principles behind them, such as fairness
and co-operation. Children at this stage are also
better able to see other people's perspectives and
understand that their actions can affect others.
They begin to appreciate the concept of fairness
and tend to be more co-operative in their social
interactions.
Moral Development according to Lawrence
Kolhberg
Kohlberg's theory of moral development was
developed by psychologist Lawrence Kohlberg.
It is one of the most important theories in the
psychology of moral development that divides
the stages of human moral development into
three levels, each consisting of two sub-levels,
making a total of six stages (Kohlberg & Hersh,
1977). (Kohlberg & Hersh, 1977). Kohlberg
states that individuals experience moral
development through stages that are universal,
although the speed and depth of that
development can vary.
Pre-conventional Morality
Stage 1A: Punishment and Obedience
Orientation: At this stage, individuals obey rules
to avoid punishment. They view an action as bad
if it can lead to punishment.
Stage 1B: Self-Benefit Orientation: At this stage,
individuals take actions that are most beneficial
to themselves. They base moral decisions on
trade-offs and self-interest.

Conventional Morality
Stage 2A: Social Approval Orientation: At this
stage, individuals begin to consider the views
and expectations of society in making moral
decisions. They want to be seen favourably by
others and consider social norms.
Phase 2B: Law and Order Orientation: At this
stage, individuals respect authority and obey
laws, regulations and social obligations. They
consider it important to maintain the social
structure.
Pre-Conventional Morality
Stage 3A: Social Contract Orientation: At this
stage, individuals begin to consider the diverse
views and values of society in moral
decision-making.
They
understand
the
importance of maintaining a just and democratic
system.
Stage 3B: Universal Ethical Principle
Orientation: At this stage, individuals have
moral principles that are highly abstract thinking
and based on universal principles such as justice,
human rights, and individual dignity.
Moral development according to Martin. L.
Hoffman
Moral development according to Hoffman
involves the process of developing empathy and
understanding the principles of morality.
Hoffman argues that empathy is the main
foundation of moral behaviour. His theory of
moral development includes a schema that
considers various factors, such as responses to
people who are suffering, reactions to offences,
and responses to virtual situations. (Martin,
1996). Hoffman divides 5 types of human moral
behaviour.
Innocent bystander: A person sees someone in
pain or distress (physical, emotional, financial).
The moral issue is whether one is motivated to
help the victim.
Transgression: One has harmed someone, or is
considering acting in a way that could harm
someone. The issue is whether one is motivated
to avoid such harmful actions, and whether one
feels guilty and acts constructively after the
harm has occurred.

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

Multiple moral claimants: One has to choose
between two or more moral claims, where
choosing to help one of them may harm the
other.
Caring versus justice: One must choose between
caring, and more abstract issues such as rights,
obligations, or justice.
Virtual transgression: A person is innocent but
views themselves as the offender.
Moral Development according to Jonathan
Haidt
Jonathan Haidt in his research on morality
suggests three main principles that explain the
development and function of morality in human
life. These principles underline the role of
intuition, the broad spectrum of morality, and the
social effects of morality.
Intuition comes first, strategic reasoning comes
second
Haidt emphasises that intuition plays a major
role in moral judgement, where the first reaction
to a moral situation is intuitive and emotional.
Moral reasoning comes afterwards to justify the
intuitive decision.
Morality is more than harm and justice
Haidt argues that morality is not just limited to
the concepts of harm and justice. It encompasses
six moral foundations: care, justice, loyalty,
authority, chastity, and freedom, which reflect
complex and diverse social values and norms.
Morality binds and blinds
Morality serves to bind individuals in cohesive
social groups through shared values and norms,
but it can also blind individuals to the
perspectives and values of other groups, causing
conflict and social division (Haidt, 2013).
Project Approach
Projects refer to in-depth investigative activities
that engage students in the exploration and study
of a particular topic. The project not only
includes a research subject but also involves
students in various processes of research,
problem-solving, and seeking answers to

questions that arise throughout the investigation.
(G. Katz, Llilian, 2014).
The main feature of the project is that it interests
students and has educational value for them.
Projects often involve collaboration between
students and teachers, with students working in
small groups to explore a particular subtopic
within a broader topic. (Noer Safitri & Darsinah,
2023).. Projects can cover a wide range of
topics, depending on the age of the students and
the environment they live in, and can focus on
things such as building an object, visiting a
specific place, or an in-depth study of a
phenomenon. (M.Si et al., 2019).
Within the project approach, there are several
key components that are essential for successful
project-based learning. The following is an
explanation
of
observation,
fieldwork,
representation and display in a project context:
Discussion
The discussion stage is the beginning of the
Project Approach. Here, the project team or
learners discuss to understand the project goals,
divide roles and responsibilities, and plan the
steps needed to achieve these goals. The
discussion is also a platform to explore ideas,
develop a work plan, and clarify mutual
expectations.
Fieldwork
Fieldwork is an activity where students go
outside the classroom to conduct hands-on
research in an environment relevant to their
project. It allows students to collect empirical
data and gain a practical understanding of the
project topic.
Representation
Representation is the way students express and
communicate their findings from observations
and fieldwork. It involves transforming the data
and information that has been collected into a
form that can be understood and analysed.
Display
Display is the stage where students present their
work to an audience. This could be in the form
of an exhibition, oral presentation, or digital

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

showcase. Display serves to celebrate students'
work and provides an opportunity for them to
share the knowledge they have gained.
Observation, fieldwork, representation and
display are integral components in the project
approach that help students to engage deeply in
learning. Through observation and fieldwork,
students collect real data. With representation,
they organise and analyse information, and
through display, they share their findings with a
wider audience. All of this contributes to a rich
and meaningful learning experience, enhancing
students' understanding and skills in a variety of
areas.
METHOD
This study uses a quantitative approach to
formulate theoretical indicators of the
development of religious and moral values in
children aged 4-6 years based on relevant
literature. The indicators were tested through
observation of children's behaviour that reflects
the development of religious and moral values.
The test results validated some of the theoretical
indicators with empirical data, but some did not
receive support so they were removed from the
NAM development factor group.
The research was conducted in the Yogyakarta
City area, with a time span from April to May
2024. The method of data collection was
through observation of children's behaviour
related to religious and moral values during the
learning process through Project Approach
activities, starting from the arrival of children to
school until they return home. The lattice of
research instruments includes variables of
religious and moral values development in early
childhood. The aspects measured include
habituation to prayer, personal hygiene,
politeness in interactions during the learning
process, as well as knowledge and worship skills
that are in accordance with the stage of early
childhood development. The instrument used
was an observation sheet filled in by the
researcher. The research subjects were children
aged 4-6 years with a total of 284 children.
The research procedure is to conduct learning
with the Project Approach which consists of 4
main
components
namely
observation,
fieldwork, representation and display. This

project approach is carried out to observe
children's religious and moral values from the
beginning of arriving to leaving school. In
addition, the research also involved the
preparation of a conceptual framework,
operational definitions, and formulation of
indicators of the development of religious and
moral values. After that, the validity of the
instrument was tested by religious and moral
values experts, data collection, tabulation,
preanalysis, and data analysis.
The data collected is ratio data that highlights
the development of religious and moral values in
early childhood. The instrument used is a child
development observation sheet, which consists
of a score range of 1 to 10. Data collection
techniques are carried out through filling out
observation sheets containing indicators of the
development of religious and moral values
theoretically. The filler of the observation sheet
consists of the researcher. For data analysis,
descriptive statistics. The type of data collected
is quantitative data that describes children's
behaviour that reflects the development of
religious and moral values in early childhood.
The stages of analysis include tabulation of
quantitative data, pre-analysis of data,
application of CFA, and interpretation of data.

Figure 1. Religious and Moral Values Project
Topic
In a research context, the Project Approach is
used to explore a particular topic or problem in a
more practical and involved approach. Learners
or researchers can design and carry out their
own research projects, which may involve data
collection, analysis and presentation of results.
This approach allows researchers to gain a
deeper understanding of the research topic
through hands-on experience in carrying out the
project. In addition, the project approach can

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

also improve practical skills, such as problem
solving, critical thinking, and communication
skills.

enhancing character education
challenges of globalization.

amid

the

RESULTS AND DISCUSSION
Result

Figure 2. Project Approach stages
This study uses the Research and Development
(R&D) method to develop a mobile application
that supports character education based on local
wisdom in East Java. The research method
employed is the Research and Development
(R&D) approach with the ADDIE model
(Analyze, Design, Develop, Implement,
Evaluate) (Sugiyono, 2020). The initial stage of
the research involves literature review and needs
analysis through interviews and questionnaires
with teachers, students, and parents to
understand their perceptions and needs in
integrating local values into learning (Sugiyono,
2019). Additionally, Focus Group Discussions
(FGD) with cultural and educational experts will
be conducted to determine the key features that
should be included in the application, such as
interactive learning materials, educational
quizzes, and local story-based games.
Next, the researchers will enter the application
development stage by designing the user
interface (UI/UX) and features based on the
needs analysis results. The application will then
undergo alpha testing by the development team
and beta testing in several schools in East Java
to evaluate its usability, effectiveness, and
acceptance by students and teachers. Feedback
from this limited trial will be used to refine the
application before proceeding to a broader field
trial. At this stage, pre-tests and post-tests will
be conducted to measure the impact of the
application on students' character development,
particularly in understanding local wisdom
values.
The results from the trials will be analyzed using
statistical methods to assess significant changes
in students' character formation. The refined
application will then be distributed more widely
to schools in East Java, accompanied by user
guides and teacher training. With this approach,
it is hoped that the developed mobile application
will serve as an effective medium in
strengthening students' cultural identity and

The research data collection was carried out in
the span of April-May 2024. The method of data
collection, namely direct observation of the
learning process through the Project Approach.
The research subjects consisted of children age
group: 5-6 years old. The total number of
research participants was 284 children. The
NAM development data processed included 239
children, while NAM development data on 25
children were not analysed due to several NAM
indicators that had not yet appeared. The child
development instrument consisted of 32
indicators of religious and moral values to be
investigated.
The data, which initially totalled 284, was then
filtered according to the outlier data using the
Z-Score tool and went through the following
stages:
Stage 1: 7 outlier data were found with
respondent numbers 224, 223, 222, 221, 215, 79,
and 28.
Stage 2: 14 outlier data were found with
respondent numbers 259, 258, 255, 254, 251,
247, 246, 244, 241, 237, 220, 218, and 211.
Stage 3: 16 outlier data were found with
respondent numbers 257, 256, 252, 250, 249,
248, 245, 243, 242, 240, 239, 238, 236, 235,
234, 233
Stage 4: 7 outlier data were found with
respondent numbers 219, 216, 95, 84, 81, 75,
and 42.
Stage 5: 1 outlier data was found with
respondent number 146.
After filtering the data, the final data obtained
was 239 respondents. Then the 239 respondents
were grouped into 5 categories as follows:

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

Table 1. Observation of NAM development
Frequency Distribution of AUD Religious and
Moral Values
Statistics
NAM
N
Valid
239
Missing
0
Mean
84.15
Mode
83
Std. Deviation
5.210
Variance
27.148
Skewness
-.059
Std. Error of Skewness
.157
Kurtosis
-.856
Std. Error of Kurtosis
.314
The frequency distribution table of religion and
morals scores shows that of the 239 valid data
analysed, the mean score is 84.15 with a mode
of 83, which means this score occurs most
frequently. The standard deviation of 5,210
indicates a relatively small variation in values
from the mean, with a variance of 27,148 which
is the square of the deviation.
Standard. The skewness of -0.059 indicates an
almost symmetrical distribution of values with a
slight skew to the left, while the kurtosis of
-0.856 indicates a flatter distribution compared
to the normal distribution. With a standard error
of skewness of 0.157 and kurtosis of 0.314, this
table concludes that religious and moral values
are generally high with little variation and an
almost symmetrical distribution.
Table 2. Category AUD NAM Ability
Class
Divisio
n

Z-Sc
ore

Value

Category

1

74.79

2

81.03

3

84.15

4

87.27

5

93.51

<75
75< M
< 81
84< M
< 87
87< M
< 94
> 94

Very
Underdevelope
d
Starting
to
Develop
Developed
Developing
Very Well
Developing
Very Well

Source:
Observation
results of NAM
development by S2A PAUD UNY students
Table 2 presents the results of observations of
the development of religious and moral values
skills in early childhood (AUD) conducted by
S2A PAUD students at Yogyakarta State
University (UNY). These observations aim to
categorise the level of development of religious
and moral values skills in young children based
on the scores obtained from the observations.
Observation data was categorised into five
ability categories based on the Z-Score values
obtained. The following are details of the
categorisation: (1) Very Underdeveloped
(Z-Score: 74.79, Score: <75) - Children in this
category showed very low development of
religious and moral values skills.
They require intensive intervention and
specialised support to improve their basic
understanding of religion and morals. (2)
Beginning to Develop (Z-Score: 81.03, Score:
75 < M < 81) - Children in this category are
beginning to show signs of development in
religious and moral values. They are in the early
stages of development and require further
reinforcement to reach the next stage. (3)
Already Developed (Z-Score: 84.15, Score: 84 <
M < 87) - Children in this category have
developed their religious and moral values.
show significant development in religious and
moral values. They have mastered some basic
concepts and are on a good path to reach higher
levels of development. (4) Very Well Developed
(Z-Score: 87.27, Score: 87 < M < 94) - Children
in this category show excellent development in
religious and moral values. They have mastered
many basic and intermediate concepts in
religious and moral understanding. (5)
Developing Very Well (Z-Score: 93.51, Score: >
94) - Children in this category show exceptional
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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

development in religious and moral values skills.
They have exceeded expectations in their
mastery of religious values and are ready to take
on more complex challenges.

more targeted interventions to help children who
are in the "Very Underdeveloped" and
"Beginning to Develop" categories. Meanwhile,
children who are already in the "Developing
Very Well" and "Developing Very Well"
categories can be given more complex
challenges to continue developing their abilities.
This observation is important as a basis for
formulating effective learning strategies that suit
the developmental needs of each child.
Table 4. Moral and religious values

Figure 3. NAM AUD development organization
After grouping the developmental levels of
religious and moral values of young children,
the percentages for each category were as
follows: 17.8% of children are at the very
underdeveloped level, indicating that a small
number of children have not shown significant
development in their religious and moral values.
A total of 19.3% of children were at the
beginning to develop level, meaning there were
slightly more children who were beginning to
show signs of development in religious and
moral values. A total of 20% of children have
shown good development in their religious and
moral values, indicating that a group of children
already understand and apply the values well. A
total of 20.7% of children are at the very
well-developed level, indicating that most
children are showing very good development in
their religious and moral values. A total of
22.2% of children were at the highest level of
developing very well, indicating that most
children had developed very well in their
religious and moral values, setting a positive
example for others. Thus, the percentages give
an idea of how well developed religious and
moral values are among young children, with the
distribution showing that most children are at a
good or better level of development.
The results of this observation provide an
overview of the level of development of
religious and moral values abilities in early
childhood. By knowing the developmental
categories of each child, educators can design

RELIGIOUS AND MORAL VALUES
DATA AUD
Vali Cumul
Frequ Perc d
ative
ency
ent
Perc Percen
ent
t
Va 74 7
2.9
2.9
2.9
lid 75 8
3.3
3.3
6.3
76 8
3.3
3.3
9.6
77 3
1.3
1.3
10.9
78 12
5.0
5.0
15.9
79 8
3.3
3.3
19.2
80 16
6.7
6.7
25.9
81 13
5.4
5.4
31.4
82 16
6.7
6.7
38.1
83 22
9.2
9.2
47.3
84 15
6.3
6.3
53.6
85 20
8.4
8.4
61.9
86 8
3.3
3.3
65.3
87 12
5.0
5.0
70.3
88 13
5.4
5.4
75.7
89 9
3.8
3.8
79.5
90 14
5.9
5.9
85.4
91 13
5.4
5.4
90.8
92 12
5.0
5.0
95.8
93 7
2.9
2.9
98.7
94 3
1.3
1.3
100.0
To
100. 100.
239
tal
0
0
Source: Observation Results of S2 PAUD UNY
Students 2024​
Discussion
Figure 1 describes the stages that are commonly
used in the Project Approach. The Project
Approach topic used is Reptiles.

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

Discussion: The analysis begins by evaluating
the discussions that took place prior to project
implementation. Focus on aspects such as clarity
of project objectives, division of tasks, and
agreed strategies.
Field Work: Field work in this context is a field
activity that involves practitioners or members
of the Oemah Ulo community coming to the
school. In this practice, the community members
may be involved in various activities, such as
giving presentations, conducting demonstrations,
or even organising workshops on topics relevant
to the project or ongoing learning.
In a more specific context, the arrival of the
Oemah Ulo community to the school can mean
bringing special expertise or knowledge in the
field of reptiles related to ongoing projects or
learning. In addition, the presence of the Oemah
Ulo community can also provide opportunities
for children to interact directly with a variety of
reptiles such as snakes, iguanas, geckos and
other animals. This can enhance their
understanding of the topic and provide valuable
practical experience. Thus, field work by
bringing the Oemah Ulo community to school
can be an important part of practical and
contextualised learning that engages students
directly with the real world outside the
classroom.
Representative: After the field work is
completed, the Representative project in the
context of making a zoo diorama in PAUD is an
activity that aims to represent a certain concept
or theme using a miniature model or diorama. In
this case, the children were asked to create a
diorama depicting the zoo in the best possible
detail.
This activity not only involves the creative
process in making the diorama, but also requires
an understanding of the zoo as a concept and the
various elements that exist in it, such as animals,
trees, and visitors. Children are asked to gather
information about the zoo and apply it in making
their diorama. In addition, the activity of making
a zoo diorama can also involve the use of
various materials and techniques, such as
making animals from paper or clay, creating
landscapes using materials such as sterofoam,
pebbles, and arranging diorama elements with
interesting aesthetics.

Through this activity, students can develop their
creative skills, fine motor skills, and
understanding of the concept of the zoo. They
can also learn to work together in a team and
appreciate the work of others. In addition, the
diorama they made can also be exhibited as a
representation of the project they have
completed.
Display: Display project of making zoo diorama
in PAUD refers to the way the diorama is
exhibited or displayed to others. After the
diorama is finished, the next step is to display it
in an area that can be accessed by students,
teachers, and parents.
A zoo diorama exhibition can be organised in a
classroom. In the project display, the diorama is
placed in an attractive and accessible way so that
people can see it clearly.
Project displays can also involve adding
additional elements to enhance the presentation
of the diorama. For example, children can add
labels or explanations about each part of the
diorama, such as the name of the animal or type
of plant depicted. They can also add additional
decorations, such as paper cutouts in the shape
of flowers or trees, to add detail and beauty to
the display.
The data showing the frequency distribution of
NAM scores (Table 4) of these 239 children can
be analysed based on Jean Piaget's theory of
cognitive development, which includes four
stages: sensorimotor, preoperational, concrete
operational, and formal operational. (Piaget,
1964). At an early age (2-7 years), children are
typically at the preoperational stage, where they
begin to develop abstract and logical thinking
abilities, albeit still limited. In the context of
NAM scores varying from 74 to 94, we see that
most children (more than 50%) have scores
between 80 to 94. This suggests that these
children have a higher level of comprehension
and strong critical thinking skills, reflecting
cognitive abilities that are developing according
to the concrete and formal operational stages
expected at that age. The even distribution and
gradual increase in frequency (e.g., 2.9% at
score 74 to 100% at score 94) illustrates the
process of assimilation and accommodation
identified by Piaget, where children constantly
update their cognitive schema through learning
experiences. This suggests that most children are

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

able to achieve higher moral and religious
understanding, along with their cognitive
development.
The frequency distribution data of the NAM
scores of the 239 children can also be analysed
using Lawrence Kohlberg's theory of moral
development, which consists of three levels:
preconventional,
conventional,
and
postconventional. (Ibda, 2023; Kohlberg &
Hersh, 1977).. These levels reflect an
individual's ability to make complex moral
decisions. The variation in scores from 74 to 94
indicates different levels of moral understanding
and reflection among children. Most children
(more than 50%) scored between 80 to 94,
which suggests that they may be at the
conventional or even post-conventional level in
their moral reasoning. This means that they tend
to understand and apply higher and more
abstract moral principles in their learning
process. A distribution that shows a gradual
increase in frequency (e.g., 2.9% at score 74 to
100% at score 94) illustrates a continuous
process of moral development. Children
gradually reach higher levels of understanding,
demonstrating their ability to apply moral values
in their academic context, which aligns with
Kohlberg's higher levels of morality.
Martin L. Hoffman's theory of moral
development emphasises empathy as the core of
moral behaviour. The frequency distribution data
of the NAM scores of these 239 children
illustrates the development of empathy and
moral understanding based on Hoffman's theory.
Scores ranging from 74 to 94 indicate varying
levels of empathy among the children. A total
of 47.3% of children had scores between 83 and
94, indicating high levels of empathy and moral
understanding. According to Hoffman, children
with these high scores are likely to have
developed strong empathy, which drives moral
behaviour and decisions based on a deep
understanding of others' feelings. In contrast,
children with lower scores, as seen in scores of
74 to 80 (16.6% of the population), may still be
in the early stages of empathy development,
where the ability to understand and respond to
others' feelings is developing. This cumulative
distribution suggests a gradual increase in levels
of empathy and morality, in line with Hoffman's
view that moral development is a gradual and
continuous process that is strongly influenced by

the individual's social and emotional experiences
(Martin, 1996).
Jonathan Haidt's moral theory, which
emphasises that morality stems from social
intuition and consists of several key moral
foundations, can also be used to analyse this
data. The moral foundations identified by Haidt
include
care/harm,
fairness/fairness,
loyalty/betrayal,
authority/violation,
and
sanctity/degradation. (Haidt, 2013). Most
children (47.3%) scored between 83 and 94,
reflecting a high level of morality in relation to
these moral foundations. Individuals with lower
scores (16.6% with scores of 74 to 80) may still
be developing or prioritising different moral
foundations. This distribution of scores shows
variation in moral understanding, with a general
trend towards higher levels of morality. This
reflects the influence of social intuition in moral
development as defined by Haidt
User Needs Analysis
This research began with a user needs analysis
through literature studies, in-depth interviews,
and the distribution of questionnaires to
teachers, students, and parents in several schools
in East Java. The results of the needs analysis
revealed that most teachers felt there was a gap
in learning materials related to character values
based on local wisdom. A survey conducted
among 150 teachers and 300 students found that
85% of teachers and 78% of students agreed that
character education utilizing local cultural
values could enhance students' understanding of
cultural identity and strengthen their sense of
love for their homeland.
Teachers also expressed that they often face
challenges in integrating local values into the
learning process due to limited resources and
media. Additionally, interviews with several
parents revealed that they desired education that
instills moral and cultural values in their
children, especially amid the growing influence
of globalization. Based on these findings, the
development of a mobile application focusing on
character education based on local wisdom was
considered a potential solution to address these
needs.

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

Design and Development of the Application
After conducting the needs analysis, the next
step was the design and development of the
application. The application was developed by
considering key features based on feedback from
teachers, students, and education experts. The
main features integrated into the application
include interactive learning materials about East
Java's local wisdom, educational quizzes, folk
tales presented in animation, and traditional
story-based games. The user interface (UI/UX)
design was done iteratively, focusing on ease of
use and interactivity.
After the initial development phase, the
application underwent alpha testing by the
development team to ensure stability and smooth
basic functionality. Subsequently, beta testing
was conducted in three schools in East Java,
involving 50 students and 10 teachers. During
beta testing, feedback was collected regarding
user experience, feature usability, and content
relevance. The beta test results showed that 92%
of students found the application's interface easy
to use and engaging, while 87% of teachers rated
the content as suitable for character education
based on local wisdom.
Effectiveness Testing of the Application (Field
Testing)
After receiving feedback from the beta testing
phase, the application was then field-tested. The
trial was conducted over four weeks, involving
120 seventh-grade students from three schools in
East Java. Prior to using the application, a
pre-test was administered to measure students'
understanding of local wisdom values. The
pre-test results showed that the average
understanding score of students was 65%. After
using the application for learning, a post-test
was conducted, showing an average score
increase to 82%. This improvement of 17%
indicates a positive impact of the application on
students' understanding of local wisdom.
To evaluate the significance of this
improvement, statistical analysis using a paired
t-test was conducted. The statistical test results
showed a p-value smaller than 0.05, indicating
that the increase in students' understanding of
local wisdom values after using the application
is statistically significant. Therefore, it can be
concluded that this mobile application is

effective in supporting character education based
on local wisdom.
User Satisfaction Evaluation
In addition to quantitative measurements, this
study also assessed user satisfaction with the
developed application. After the trial period,
data was collected through a user satisfaction
questionnaire filled out by students and teachers.
Based on the data analysis, 88% of students
reported being more interested in learning about
local cultural values through the application
compared to conventional learning methods.
Teachers also stated that the application helped
them deliver character education materials in a
more interactive and engaging way.
However, some users provided feedback on
technical issues that need improvement, such as
slow loading speed and minor bugs encountered
during application use. Users also suggested
adding features like the integration of
educational video content and interactive
discussion features to increase student
engagement in learning. These findings will
serve as the basis for further improvements to
the application before broader implementation.
Impact Analysis on Character Education
This study not only measures students'
understanding of local wisdom but also
examines the application's impact on changes in
students' attitudes and behavior concerning
character values such as honesty, responsibility,
and
cooperation.
Through
classroom
observations and interviews with teachers during
the trial, it was found that about 70% of students
showed positive changes in their attitudes
toward peers and teachers, especially in terms of
group cooperation and initiative to behave
honestly. Teachers reported an increase in
student participation during learning activities
that used the application.
CONCLUSION
A comparison of NAM data with various
theories of moral development reveals how
different perspectives contribute to a deeper
understanding of the distribution of moral and
religious values among children. Piaget
emphasizes cognitive development and the
progression of abstract thinking, while Kohlberg

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Leonia & Candra, Exploring Moral Development in Early Childhood: Integrating Piaget, Kohlberg, Hoffman,
and Haidt Perspectives through Local Wisdom Project-Based Learning

focuses on the stages of increasingly complex
moral reasoning. Hoffman underscores the role
of empathy as the foundation of morality,
whereas Haidt highlights moral foundations
shaped by social intuition. Each of these theories
offers valuable insights into the ways children
develop their moral and religious values.
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