Hanik Ristiana, Amir Mahmud, Tri Suminar, Wasino
Introduction. Building morality through education has become an increasingly crucial area of research, particularly in light of the challenges posed by today's complex social environment. Recent global studies reveal that approximately 40% of countries report a significant decline in student morality, underscoring the urgent need for character education. Factors such as character education, the learning environment, and student motivation play vital roles in shaping moral values. This study aims to examine these factors' direct and indirect effects on the moral development of high school students. By understanding these intricate relationships, educators and policymakers can develop more effective educational programs that promote moral growth, helping teachers and schools implement strategies to strengthen students' moral foundations. Study participants and methods. This research was conducted on senior high school students. A random sampling technique was employed to select 95 students from the school's population, ensuring homogeneity and equal opportunity for participation. Data was collected using a Likert scale questionnaire and validated for reliability and validity through pre-tests. Three items in the character education variable were found invalid and excluded from the final questionnaire. Results. The findings indicate that Character Education and Learning Environment significantly influence Motivation, with path coefficients of 0.456 and 0.397, respectively. Moreover, Motivation positively affects Morality, with a coefficient of 0.287, suggesting that higher motivation levels contribute to stronger moral development. Character Education emerges as the most influential factor, directly impacting Morality with a substantial coefficient of 0.545. The Learning Environment also positively influences Morality, though to a lesser extent, with a coefficient of 0.192. Motivation is a mediating variable that enhances the effects of character education and the learning environment on morality, although the indirect effect is relatively modest. These results underscore the critical role of Character Education in promoting moral development, both directly and through its influence on Motivation. Conclusion. Character education and a supportive learning environment significantly impact student motivation, which mediates the development of morality. Educational programs that enhance moral development should focus on strengthening character education and creating positive learning environments. © Hanik Ristiana, Amir Mahmud, Tri Suminar, Wasino, 2025.
Faculty of Education, Management Study Program, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Economics and Business, Economic Science, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Education and Psychology, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Postgraduate, Faculty of Educational Management, Universitas Negeri Semarang, Semarang, Indonesia
