Research Article
Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia
Abstract
All religions in the world, including Islam, prohibit corruption and the likes. However, apart from the majority of the Muslim population, many religious figures were found to be involved in corruption. A question arises about whether Islam has taken adequate prevention. Thus, the study aims to explore teachers’ perceptions of the need to include anti-corruption education even if they have already had Islamic religious education. The research applied a qualitative descriptive method and took the settings of Islamic education institutions, particularly early childhood education. Participants were 58 female early childhood education teachers from 58 Indonesian schools on Bawean Island. The collected data were analyzed using the Dev and Qayyum (2017) feedback technique. The results show that 71.30% of all teachers in Bawean had a positive perception of the importance of anti-corruption education, while the rest, 28.37%, had a negative impression. Therefore, it is necessary to align the understanding of the people before implementing the mentioned education. The results can be the reference for other researches that fail to reach the goal of anti-corruption education due to the different perceptions.
References
- Abdullah, M. A. (2015). Religion, science, and culture: An ıntegrated, ınterconnected paradigm of science. Al-Jami’ah: Journal of Islamic Studies, 52(1), 175-203. Abramov, R. A., & Russian, P. (2017). Evaluation of the effectiveness of Russian anti-corruption state policy in the field of education. Journal of Legal, Ethical and Regulatory Issues, 20(1), 1–10. Alim, H., Ramdlan, M. M., Wahid, M., Irfan, M. N., & Ahmad, R. (2017). Jihad nahdlatul ulama melawan korupsi. Jakarta: Lakpesdam-PBNU. Anwar, S. (2006). Fikih anti korupsi perspektif ulama muhammadiyah. Jakarta: Majelis Tarjih dan Tajdid Pimpinan Pusat Muhammadiyah. Bawean. (2015). Miswakih bikin malu warga NU. Retrieved from http://www.bawean.net/2015/02/warga-nu-dibikin-malu-miswakih.html Çetinkaya, M., Özgören, C., Orakcı, S., & Özdemir, M.C., (2018). Metaphorical perceptions of middle school students towards math. International Journal of Instruction, 11(3), 31–44. Chowdhury, M. A. (2016). The ıntegration of science-technology-society/science-technology-society- environment and socio-scientific-ıssues for effective science education and science teaching. Electronic Journal of Science Education, 20(5), 19–38. Cole, W. M. (2017). Institutionalizing a global anti-corruption regime: Perverse effects on country outcomes, 1984–2012. International Journal of Comparative Sociology, 56(1), 1984–2012. Castro-Villarreal, F., Rodriguez, B. J., & Moore, S. (2014). Teachers’ perceptions and attitudes about response to ıntervention (RTI) in their schools: A qualitative analysis. Teaching and Teacher Education, 40, 104–112. Creswell, J. W. (2015). Riset pendidikan: Perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif. Yogyakarta: Pustaka Pelajar. Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed method research. Thousand Oaks, CA: SAGE Publications, Inc. Denisova-Schmidt, E., Huber, M., & Prytula, Y. (2015). An experimental evaluation of an anti-corruption intervention among Ukrainian university students. Eurasian Geography and Economics, 56(6), 713–734. Dev, S., & Qayyum, N. (2017). Major factors affecting students’ perception towards faculty evaluation of teaching. Journal of Social Studies Education Research, 8(3), 149–167. Dimant, E. (2013). The nature of corruption: An ınterdisciplinary perspective. Economics Discussion Papers, 59, 1–63. Fabre, G. (2017). Jinping’s challenge: What ıs behind china’s anti-corruption campaign? Journal of Self-Governance and Management Economics, 5, 7–28. Flavier, H., Chikireva, I., & Ivanova, K. (2017). Disciplinary responsibility’s application to the local government employees violating the anti-corruption legislation in the Russian Federation, Europe and the united states of America. Brics Law Journal, 4(4), 116–144. Freire, P. (2008). Pendidikan kaum tertindas. Jakarta: LP3ES. Retrieved from https://www.demabuku.com/pendidikan-kaum-tertindas Gong, T., Wang, S., & Ren, J. (2015). Corruption in the eye of the beholder: Survey evidence from mainland China and Hong Kong. International Public Management Journal, 18(3), 458–482. Graycar, A. (2017). Corruption: Classification and analysis. Policy and Society, 34(2), 87–96. Gutiérrez, A. L. V. (2012). Does a Catholic education have lasting effects on adult life? Reflections of alumni from Catholic colleges and universities in the Philippines. International Studies in Catholic Education, 4(1), 16–34. Hadi, R. (2015). The ıntegration of character values in the teaching of economics: A case of selected high schools in Banjarmasin. International Education Studies, 8(7), 11–20. Hakim, L. (2012). Model ıntegrasi pendidikan anti korupsi dalam kurikulum pendidikan Islam. Taklim, 10(2), 141–156. Harmanto. (2012). Pendidikan anti korupsi melalui budaya sekolah berbasis nilai-nilai keislaman. Islamica, 7(1), 101–122. Harto, K. (2014). Pendidikan anti korupsi berbasis agama. Jurnal Intizar, 20(1), 121–138. Indawati, N. (2015). The development of anti-corruption education course for primary school teacher education students. Journal of Education and Practice, 6(35), 48–54. Justiana, S., & Priyono, R. E. M. (2017). Using board games as anti-corruption and ıntegrity learning media. Journal of Game, Game Art, and Gamification, 2(2), 177–179. Khansa, R. (2015). Teachers’ perceptions toward school counselors in selected private schools in Lebanon. Procedia - Social and Behavioral Sciences, 185, 381–387. Klenk, N., & Meehan, K. (2015). Environmental science & policy climate change and transdisciplinary science: Problematizing the integration imperative. Environmental Science and Policy, 54, 160–167. Kompas. (2008). Tiga pejabat dan dua kontraktor ditahan. Retrieved from https://money.kompas.com/read/2008/03/04/20354196/tiga.pejabat.dan.dua.kontraktor.ditahan Kubiatko, M. (2016). Computers in human behavior teachers’ perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior Journal, 61, 176–185. Lazrus, H. (2015). Risk perception and climate adaptation in Tuvalu: A combined cultural theory and traditional knowledge approach. Human Organization, 74(1), 52–61. Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Mahmood, M. A., Tian, Y., & Azeez, K. A. (2017). How corruption affects economic growth: perception of religious powers for anti-corruption in Iraq. Proceedings of the Eleventh International Conference on Management Science and Engineering Management, 1466–1475. Mattoni, A. (2017). From data extraction to data leaking: Data-activism in Italian and Spanish anti-corruption campaigns. Partecipazione e Conflitto, 10(3), 723–746. Gutmann, J., Padovano, F., & Voigt, S. (2015). Perception vs. experience: Explaining differences in corruption measures using microdata. SSRN Electronic Journal. doi:10.2139/ssrn.2659349 Newen, A., Welpinghus, A., & Juckel, G. (2019). Emotion recognition as pattern recognition: The relevance of perception. Mind & Language, 30(2), 187–208. Nikolopoulou, K., & Gialamas, V. (2013). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20(2), 285–301. Nurdyansyah, N., & Arifin, M. B. U. (2018). Integration of Islamic values in elementary school. Proceedings of the 1st International Conference on Intellectuals’ Global Responsibility, 190–192. doi:10.2991/icigr-17.2018.46 Odrakiewicz, D. (2014). Integrity management and anti-corruption actions in an organizational context. Global Managemen Journal, 6(1), 65–73. Ogege, S. O. (2014). Corruption and sustainable development in Nigeria: The ımperative of a trado religious anti-corruption strategy department of sociology. International Journal of Business and Social Science, 5(5), 223–230. Petruzzi, V. & Amicucci, M. (2015). ACT - A new game-based methodology for anti-corruption training. Journal of e-Learning and Knowledge Society, 11(3), 59–71. Qazi, A., Raj, R. G., Tahir, M., Waheed, M., Khan, S. U. R., & Abraham, A. (2014). A preliminary ınvestigation of user perception and behavioral ıntention for different review types: Customers and designers perspective. The Scientific World Journal, 1–8. Qiao, Z., Training, P. D. C., & Email, B. (2017). Chinese anti-corruption policy choices in a transitional stage. Journal of Postdoctoral Research, 5(7), 9–18. Arrah, R. O., & Swain, K. D. (2014). Teachers’ perceptions of students with special education needs ın Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110. Rasyidi. (2015). Pendidikan anti korupsi dalam pendidikan agama Islam. Jurnal Tamaddun Ummah, 1(1), 1–12. Schwarz-Franco, O. (2016). Teachers in film: Inspiration for autonomous and transformative teaching or a warning against ıt? Universal Journal of Educational Research, 4(5), 994–1002. Seregig, I. K., Suryanto, T., Hartono, B., Rivai, E., & Prasetyawati, E. (2018). Preventing the acts of corruption through legal community education. Journal of Social Studies Education Research, 9(2), 138-159. Sokip, Akhyak, Soim, Tanzeh, A. & Kojin. (2019). Character building in Islamic society: A case study of muslim families in Tulungagung, East Java, Indonesia. Journal of Social Studies Education Research, 10(2), 224–242. Surya. (2010). Setahun, dua kasus korupsi menggantung. Retrieved from https://surabaya.tribunnews.com/2010/01/20/setahun-dua-kasus-korupsi-menggantung Surya. (2017). Diduga korupsi dana desa, kades di pulau Bawean ditahan kejaksaan gresik. Retrieved from https://jatim.tribunnews.com/2017/07/19/diduga-korupsi-dana-desa-kades-di-pulau-bawean-ditahan-kejaksaan-gresik Suyadi. (2018). Integration of anti-corruption education (PAK) ın ıslamic religious education (PAI) with neuroscience approach (multi-case study in brain friendly PAUD: I Sleman Kindergarten Yogyakarta). Inferensi, Jurnal Penelitian Sosial Keagamaan, 12(2), 307–330. Suyadi & Sutrisno. (2018). A genealogycal study of Islamic education science at the faculty of ılmu tarbiyah dan keguruan Uin Sunan Kalijaga. Al-Jāmi’ah: Journal of Islamic Studies, 56(1), 29-58. Suyadi & Widodo, H. (2019). Millennialization of Islamic education based on neuroscience ın the third generation university ın Yogyakarta Indonesia. Qudus International Journal of Islamic Studies, 7(1), 173-202. Taja, N., & Aziz, H. (2016). Mengintegrasikan nilai-nilai anti korupsi dalam pembelajaran pendidikan agama Islam. Jurnal Pendidikan Agama Islam, 13, 39–51. Tom, E. J., & Bamgboye, P. O. (2017). The role of religion in combating corruption: The Nigerian. International Journal of Social Sciences, 11(2), 128–142. Wahyudi, R. (2016). Hubungan perilaku korupsi dengan ketaatan beragama di Kota Pekanbaru. Integritas, 2(1), 191–214. Walton, G. W., & Peiffer, C. (2017). The impacts of education and institutional trust on citizens’ willingness to report corruption: lessons from Papua New Guinea. Australian Journal of Political Science, 52(4), 517–536. Warf, B. (2015). Global geographies of corruption. GeoJournal, 81(5), 657–669. Wijaya, Y. (2014). Constructing an anti-corruption theology. Exchange, 43(1), 221–236. Wiseza, F. C. (2005). Implementasi nilai karakterjujur di sekolah bunda PAUD Kerinci. Nur El-Islam, 4(2), 142–165. Xu, X., Li, Y., Liu, X., & Gan, W. (2017). Does religion matter to corruption? Evidence from China. China Economic Review, 42, 34–49.
Abstract
References
- Abdullah, M. A. (2015). Religion, science, and culture: An ıntegrated, ınterconnected paradigm of science. Al-Jami’ah: Journal of Islamic Studies, 52(1), 175-203. Abramov, R. A., & Russian, P. (2017). Evaluation of the effectiveness of Russian anti-corruption state policy in the field of education. Journal of Legal, Ethical and Regulatory Issues, 20(1), 1–10. Alim, H., Ramdlan, M. M., Wahid, M., Irfan, M. N., & Ahmad, R. (2017). Jihad nahdlatul ulama melawan korupsi. Jakarta: Lakpesdam-PBNU. Anwar, S. (2006). Fikih anti korupsi perspektif ulama muhammadiyah. Jakarta: Majelis Tarjih dan Tajdid Pimpinan Pusat Muhammadiyah. Bawean. (2015). Miswakih bikin malu warga NU. Retrieved from http://www.bawean.net/2015/02/warga-nu-dibikin-malu-miswakih.html Çetinkaya, M., Özgören, C., Orakcı, S., & Özdemir, M.C., (2018). Metaphorical perceptions of middle school students towards math. International Journal of Instruction, 11(3), 31–44. Chowdhury, M. A. (2016). The ıntegration of science-technology-society/science-technology-society- environment and socio-scientific-ıssues for effective science education and science teaching. Electronic Journal of Science Education, 20(5), 19–38. Cole, W. M. (2017). Institutionalizing a global anti-corruption regime: Perverse effects on country outcomes, 1984–2012. International Journal of Comparative Sociology, 56(1), 1984–2012. Castro-Villarreal, F., Rodriguez, B. J., & Moore, S. (2014). Teachers’ perceptions and attitudes about response to ıntervention (RTI) in their schools: A qualitative analysis. Teaching and Teacher Education, 40, 104–112. Creswell, J. W. (2015). Riset pendidikan: Perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif. Yogyakarta: Pustaka Pelajar. Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed method research. Thousand Oaks, CA: SAGE Publications, Inc. Denisova-Schmidt, E., Huber, M., & Prytula, Y. (2015). An experimental evaluation of an anti-corruption intervention among Ukrainian university students. Eurasian Geography and Economics, 56(6), 713–734. Dev, S., & Qayyum, N. (2017). Major factors affecting students’ perception towards faculty evaluation of teaching. Journal of Social Studies Education Research, 8(3), 149–167. Dimant, E. (2013). The nature of corruption: An ınterdisciplinary perspective. Economics Discussion Papers, 59, 1–63. Fabre, G. (2017). Jinping’s challenge: What ıs behind china’s anti-corruption campaign? Journal of Self-Governance and Management Economics, 5, 7–28. Flavier, H., Chikireva, I., & Ivanova, K. (2017). Disciplinary responsibility’s application to the local government employees violating the anti-corruption legislation in the Russian Federation, Europe and the united states of America. Brics Law Journal, 4(4), 116–144. Freire, P. (2008). Pendidikan kaum tertindas. Jakarta: LP3ES. Retrieved from https://www.demabuku.com/pendidikan-kaum-tertindas Gong, T., Wang, S., & Ren, J. (2015). Corruption in the eye of the beholder: Survey evidence from mainland China and Hong Kong. International Public Management Journal, 18(3), 458–482. Graycar, A. (2017). Corruption: Classification and analysis. Policy and Society, 34(2), 87–96. Gutiérrez, A. L. V. (2012). Does a Catholic education have lasting effects on adult life? Reflections of alumni from Catholic colleges and universities in the Philippines. International Studies in Catholic Education, 4(1), 16–34. Hadi, R. (2015). The ıntegration of character values in the teaching of economics: A case of selected high schools in Banjarmasin. International Education Studies, 8(7), 11–20. Hakim, L. (2012). Model ıntegrasi pendidikan anti korupsi dalam kurikulum pendidikan Islam. Taklim, 10(2), 141–156. Harmanto. (2012). Pendidikan anti korupsi melalui budaya sekolah berbasis nilai-nilai keislaman. Islamica, 7(1), 101–122. Harto, K. (2014). Pendidikan anti korupsi berbasis agama. Jurnal Intizar, 20(1), 121–138. Indawati, N. (2015). The development of anti-corruption education course for primary school teacher education students. Journal of Education and Practice, 6(35), 48–54. Justiana, S., & Priyono, R. E. M. (2017). Using board games as anti-corruption and ıntegrity learning media. Journal of Game, Game Art, and Gamification, 2(2), 177–179. Khansa, R. (2015). Teachers’ perceptions toward school counselors in selected private schools in Lebanon. Procedia - Social and Behavioral Sciences, 185, 381–387. Klenk, N., & Meehan, K. (2015). Environmental science & policy climate change and transdisciplinary science: Problematizing the integration imperative. Environmental Science and Policy, 54, 160–167. Kompas. (2008). Tiga pejabat dan dua kontraktor ditahan. Retrieved from https://money.kompas.com/read/2008/03/04/20354196/tiga.pejabat.dan.dua.kontraktor.ditahan Kubiatko, M. (2016). Computers in human behavior teachers’ perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behavior Journal, 61, 176–185. Lazrus, H. (2015). Risk perception and climate adaptation in Tuvalu: A combined cultural theory and traditional knowledge approach. Human Organization, 74(1), 52–61. Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Mahmood, M. A., Tian, Y., & Azeez, K. A. (2017). How corruption affects economic growth: perception of religious powers for anti-corruption in Iraq. Proceedings of the Eleventh International Conference on Management Science and Engineering Management, 1466–1475. Mattoni, A. (2017). From data extraction to data leaking: Data-activism in Italian and Spanish anti-corruption campaigns. Partecipazione e Conflitto, 10(3), 723–746. Gutmann, J., Padovano, F., & Voigt, S. (2015). Perception vs. experience: Explaining differences in corruption measures using microdata. SSRN Electronic Journal. doi:10.2139/ssrn.2659349 Newen, A., Welpinghus, A., & Juckel, G. (2019). Emotion recognition as pattern recognition: The relevance of perception. Mind & Language, 30(2), 187–208. Nikolopoulou, K., & Gialamas, V. (2013). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20(2), 285–301. Nurdyansyah, N., & Arifin, M. B. U. (2018). Integration of Islamic values in elementary school. Proceedings of the 1st International Conference on Intellectuals’ Global Responsibility, 190–192. doi:10.2991/icigr-17.2018.46 Odrakiewicz, D. (2014). Integrity management and anti-corruption actions in an organizational context. Global Managemen Journal, 6(1), 65–73. Ogege, S. O. (2014). Corruption and sustainable development in Nigeria: The ımperative of a trado religious anti-corruption strategy department of sociology. International Journal of Business and Social Science, 5(5), 223–230. Petruzzi, V. & Amicucci, M. (2015). ACT - A new game-based methodology for anti-corruption training. Journal of e-Learning and Knowledge Society, 11(3), 59–71. Qazi, A., Raj, R. G., Tahir, M., Waheed, M., Khan, S. U. R., & Abraham, A. (2014). A preliminary ınvestigation of user perception and behavioral ıntention for different review types: Customers and designers perspective. The Scientific World Journal, 1–8. Qiao, Z., Training, P. D. C., & Email, B. (2017). Chinese anti-corruption policy choices in a transitional stage. Journal of Postdoctoral Research, 5(7), 9–18. Arrah, R. O., & Swain, K. D. (2014). Teachers’ perceptions of students with special education needs ın Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110. Rasyidi. (2015). Pendidikan anti korupsi dalam pendidikan agama Islam. Jurnal Tamaddun Ummah, 1(1), 1–12. Schwarz-Franco, O. (2016). Teachers in film: Inspiration for autonomous and transformative teaching or a warning against ıt? Universal Journal of Educational Research, 4(5), 994–1002. Seregig, I. K., Suryanto, T., Hartono, B., Rivai, E., & Prasetyawati, E. (2018). Preventing the acts of corruption through legal community education. Journal of Social Studies Education Research, 9(2), 138-159. Sokip, Akhyak, Soim, Tanzeh, A. & Kojin. (2019). Character building in Islamic society: A case study of muslim families in Tulungagung, East Java, Indonesia. Journal of Social Studies Education Research, 10(2), 224–242. Surya. (2010). Setahun, dua kasus korupsi menggantung. Retrieved from https://surabaya.tribunnews.com/2010/01/20/setahun-dua-kasus-korupsi-menggantung Surya. (2017). Diduga korupsi dana desa, kades di pulau Bawean ditahan kejaksaan gresik. Retrieved from https://jatim.tribunnews.com/2017/07/19/diduga-korupsi-dana-desa-kades-di-pulau-bawean-ditahan-kejaksaan-gresik Suyadi. (2018). Integration of anti-corruption education (PAK) ın ıslamic religious education (PAI) with neuroscience approach (multi-case study in brain friendly PAUD: I Sleman Kindergarten Yogyakarta). Inferensi, Jurnal Penelitian Sosial Keagamaan, 12(2), 307–330. Suyadi & Sutrisno. (2018). A genealogycal study of Islamic education science at the faculty of ılmu tarbiyah dan keguruan Uin Sunan Kalijaga. Al-Jāmi’ah: Journal of Islamic Studies, 56(1), 29-58. Suyadi & Widodo, H. (2019). Millennialization of Islamic education based on neuroscience ın the third generation university ın Yogyakarta Indonesia. Qudus International Journal of Islamic Studies, 7(1), 173-202. Taja, N., & Aziz, H. (2016). Mengintegrasikan nilai-nilai anti korupsi dalam pembelajaran pendidikan agama Islam. Jurnal Pendidikan Agama Islam, 13, 39–51. Tom, E. J., & Bamgboye, P. O. (2017). The role of religion in combating corruption: The Nigerian. International Journal of Social Sciences, 11(2), 128–142. Wahyudi, R. (2016). Hubungan perilaku korupsi dengan ketaatan beragama di Kota Pekanbaru. Integritas, 2(1), 191–214. Walton, G. W., & Peiffer, C. (2017). The impacts of education and institutional trust on citizens’ willingness to report corruption: lessons from Papua New Guinea. Australian Journal of Political Science, 52(4), 517–536. Warf, B. (2015). Global geographies of corruption. GeoJournal, 81(5), 657–669. Wijaya, Y. (2014). Constructing an anti-corruption theology. Exchange, 43(1), 221–236. Wiseza, F. C. (2005). Implementasi nilai karakterjujur di sekolah bunda PAUD Kerinci. Nur El-Islam, 4(2), 142–165. Xu, X., Li, Y., Liu, X., & Gan, W. (2017). Does religion matter to corruption? Evidence from China. China Economic Review, 42, 34–49.
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