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Objective: Moral Intelligence encompasses the capacity to discern between what is morally right and wrong, possess firm moral convictions, and actively apply these principles in one's actions. It is imperative to recognize that moral values are not hereditary, but rather acquired through learning. Consequently, the aim of this investigation is to assess the Elementary School Heavenly Gifts books in light of Borba's perspective on the various facets of Moral Intelligence. Methods: The approach employed in this descriptive study is content analysis, which involves scrutinizing the information contained within five volumes of Elementary school textbooks from the academic year 2020-2021, employing a content analysis checklist tool in accordance with the Components of Moral Intelligence. Subsequently, the desired Components were identified as criteria for analysis, and the content of the book was examined utilizing William Rumi's technique. Results: The findings indicate that the level of attention devoted to the Components of Moral Intelligence in the content of the Elementary School Heavenly Gifts books is moderately effective, necessitating the need for editorial revisions to enhance the focus on Moral Intelligence and its various Components. Notably, the third Grade Heavenly Gifts book demonstrates the lowest level of involvement (ISE = 0.67), while the sixth heaven Heavenly Gifts book exhibits the highest level of involvement (ISE = 0.83). Additionally, the results of the Chi-square test (Sig: 0.001, Chi-Square: 21.636) demonstrate a significant difference between the Components of Moral Intelligence at a 0.001 level of significance. Conclusions: According to the results there is a significant difference between two interventions Therefore, the Component of Kindness holds the highest frequency at 8.50%, whereas the Component of Fairness possesses the lowest frequency at 4.78% among the Components of Moral Intelligence. |
