DEVELOPMENT OF CITIZENSHIP LEARNING BASED ON MORAL INTELLIGENCE AS A SYSTEM PROGRAM FOR CULTURING MAIN CHARACTER VALUES

This research was motivated by the factual condition of the occurrence of a moral crisis among Indonesia's young generation, including the weak culture of the main character values. This development research was aimed to develop moral intelligence-based Citizenship Education learning as a systemic program for the culture of the main character values. The scope of this research was limited to the study of civics learning based on moral intelligence as a systemic program of cultivating character values among students. The research method was used by the Research & Development. The research subjects involved: (1) a lecturer who taught introduction courses of civics; (2) students is limited group trials as subject; and (3) three experts for the validation of teaching materials who had criteria for Citizenship Education experts including: politics, law, and moral philosophy. The instrument was used an expert validation questionnaire which was analyzed using the Percentage Mean Score (PRS). The results of the research showed that civics learning textbook based on intelligent moral that developed was very valid and suitable for being used and giving contribution on the strengthen of character for students in their scope life in global era that full of change and value paradoxes.

[286] This post-reform phenomenon in a situation that is very concerning in the character envisioned by Pancasila, all components of the nation and institutions in this republic should agree to place nation and character building as the main priority. Without intending to isolate the role of other institutions, education as an institution is still considered appropriate to play a role as a forum for building the character of the nation's children (Setiawan, 2017).
By having rigorous character the graduates are expected will be successful when confronting various challenges and changes because of survival of the fittest. In other words, the students are not equipped with hard skills, but other skills such as problem solving, critical thinking, working together must be trained from now because these are required in today's world (Heriansyah, 2018). He stated that character education is very important for the growth of the human individual as a whole and must be done from an early age. So character education for educational institutions must continue to be held for basic education and character building. Because in academic education it is not only important to pay attention to the needs of students' academic competencies but also to build character so that graduates become academically ready and good graduates (Kamaruddin, 2012). His analysis states that civic education is important in the political behavior of individuals and groups of students. Recognizing the nature of politics requires virtue and character education. This also goes hand in hand with character education for students, which plays an important role in the relationship to make a good life related to citizenship (Peterson, 2019).
It is assumed that current education tends to prioritize achievement of academic competence rather than achievement of moral competence. Learning in the world of education, which is still dominated by the transfer of knowledge as a result of the growth of a verbalistic learning culture (Sanusi, 1993), is one of the causes of learning implementation which tends to prioritize academic competence. This phenomenon affects character education, which values are only absorbed but not internalized to be practiced. If it was implemented, this would be due to supervision or legal institutions, but not because of self-awareness (Winarni, 2013).

Literature Review
Character is a description of individuals in thinking and behaving in their daily behavior, both in family, community and state life. Responsible and bear everything for the decisions that have been chosen is a good individual in life (Suyatno, 2009).
Character education is essentially a value education that involves aspects of knowledge (cognitive), feelings, and action (Kirschenbaum, 2000). According to the view (Lickona, 1991) value / moral education that produces character, there are three components of good character, namely: moral knowledge, moral feeling and moral actions.
Moral knowledge which includes: moral awareness, knowledge of moral values, future views, moral thought, decision making and self-knowledge, are essential things that need to be taught to students. However, character education as a moral knowledge is not enough. For that we need to continue to the moral feeling which includes: conscience, self-confidence, empathy, love of kindness, self-control and humility. It even continues at the most important stage, namely moral action. It is called important because at this stage the motive for a person's encouragement to do well. It can be seen in the aspects of competence, desires and habits that are displayed. The arrangement of three moral components that are synergistically interconnected is a prerequisite for the actualization of character education in developing students' moral intelligence. Moral intelligence is the ability to understand right and wrong with strong ethical beliefs and act on those beliefs with the right attitude and respectful behavior (Borba, 2008).
Character education based on moral intelligence is something urgent, because moral intelligence is built from several main virtues which will help students respond to and face life's challenges which are full of contradictions. Furthermore, (Borba, 2008) outlines seven main virtues that students need to have in developing moral intelligence, namely: empathy, conscience, self-control, respect, kindness, tolerance, and justice.
With a character education design based on moral intelligence that is actualized systematically and continuously, students will have a number of main virtues that are useful for them in facing all kinds of life challenges, including challenges to succeed academically. Thus, character education based on moral intelligence is an effort to develop the abilities of students who are oriented towards having intelligence plus character competencies.
In order for character education based on moral intelligence to be carried out effectively, it is necessary to design moral conditioning as an initial stage of implementation. According to Lickona, there are eleven principles so that character education can be carried out effectively: (1) developing universal values as a foundation; (2) defining character comprehensively which includes aspects of thoughts, feelings and behavior; (3) using a comprehensive and proactive approach; (4) creating a caring school community; (5) provide opportunities for students to take moral actions; (6) create a meaningful academic curriculum; (7) encourage the motivation of students; (8) involving all components of the school as a moral learning community; (9) foster togetherness in moral leadership; (10) involving family and community members as partners; and (11) evaluating the character of the school both towards school staff as character educators and students in manifesting good character (Lickona, 1991).
Moral conditioning as the initial stage of implementing character education in a micro context, needs to be continued to the stage of moral training. However, moral conditioning in character education is not perfect, when class-based character education designs are still dominated by conventional learning. That is, no matter how good moral conditioning is designed in order to implement character education based on moral intelligence, it will not be effective if teaching and learning activities in the teacher's classroom still display the following characteristics: teacher centered, expository dominance, textual orientation, low-level cognitive orientation and transfer of knowledge. Moral training design in developing moral intelligence demands a shift from conventional learning to innovative learning. Why is that? Because character education with conventional learning patterns will only teach moral education only as textual and does not prepare students to respond to contradictory lives (Zubaedi, 2011).
For this reason, it is time for schools and colleges as one of the carriers of character education to creatively improve and develop innovative learning. The shift of conventional learning towards innovative learning patterns is a requirement in character education to be able to develop moral intelligence effectively. The shift in question can be displayed as in the following The main character values in the table above are valuable values that need to be developed through the value learning process (Halstead & Taylor, 2000) and are packaged through the application of moral-based learning to cultivate character values towards students. In this study, the development of moral intelligence-based civics learning will be complemented by a value-clarifying technique known as the Values Clarification Technique (VCT). Hall explained that VCT as values clarification that mean a methodology or process which help a person to discover values through important choices he has made and is continually, in fact, acting upon in and through his life (Hall, 1973

C. Finding and Discussion
The (trustworthy) has been tested for its validity and has an effect on increasing student interest in learning and increasing the value of these main characters. The book is very appropriate to be used as a handbook or mandatory that is updated and innovative and is able to instill the main character of students who have been eroded in this era and develop a spirit of awareness based on moral intelligence in the end being able to implement a sense of citizenship, justice, and responsibility Responsible, Respectful, Caring, Trustworthy.
Contribution to the development of learning books with content of moral intelligence with the main character traits, namely citizenship, fairness, responsibility, respect, caring, trustworthiness can be seen from the attitude that is progressive or has a significant increase in student understanding. The following is the attitude scale test

Image of Attitude scale Test Results
The description in the figure shows that the contribution of the development of textbooks produced as a product in this study contributes to the attitudes of the main characters by 85%. The highest contribution was in the national character of 51%; followed by a fairness character of 46%; then the character of responsibility was 43%; and trustworthiness of 40%; then the caring character was 26%, and the lowest was the honorary character by 21%. learning aspect was 4, 6 with the "Very Good" category, and the language aspect gets an average score of 4.7 with the "Very Good" category.

D. Conclusions
In this study, it can be concluded that the products produced in this study, namely civics textbooks (moral and character perspectives) were declared valid by the validators and deemed suitable for use as textbooks in the Civics Science course. The results of this study also show that the application of textbooks can increase the values of the main characters, namely; citizenship, justice, responsibility, honor, care and trustworthiness.
The most significant increase is contributing to knowledge understanding and changes in attitudes to the value of citizenship characters. Meanwhile, the level of understanding and contribution of attitudes that tend to be less than optimal is the value of the character of honor. This is because they have not cultivated their attitude to treat others with respect, maintain mutual order, are tolerant, apply ethics and politeness, can keep State secrets, want to live anywhere in the territory of the unitary Republic of Indonesia.
It is hoped that the textbooks produced in this research can be used as a joint reference in developing moral intelligence-based character education in Pancasila and Civic Department, and also used as a source of reference in character education for