Where Anti-Corruption Education Need To Be Started

This descriptive research with the survey method aims to determine the level of knowledge and understanding of junior high school students in Sleman, DIY on corruption, and the Corruption Eradication Commission (KPK). The cluster sampling technique was used to obtain data from a total of 20,748 students from 137 junior high schools in Sleman Regency in 2017, through a questionnaire consisted of 10 answer choices. This research was conducted from May 21 to August 21, 2017, and analyzed with the SPSS version 16 with a 95% level of confidence and a margin error of 1.86%. The data collected was descriptive; therefore, it does not need further explanation or test hypotheses (Azwar, 2015). The results of this study are used to determine the intervention steps that need to be taken in anti-corruption campaigns in the millennial generation.


Introduction
Middle school age or equivalent is included in the early adolescent category of age 12 to 14 years, according to The American School Counselor Association (ASCA). According to (Sarwono, 2013) this phase is in the middle between the adult and children phases, which is not a common problem because they involve children, but on the other hand, they have behaved like adults. In the context of opposing corruption, the current junior high school adolescents who were born in 2000 and above or called the meilineal generation, are a generation that is highly expected to be a clean generation of corruption towards Indonesia in the golden year of 2045. (Wibowo, 2013) says that if there is a development phase, This advocacy is determined by the neat structure and building of the value of honesty and anti-KKN so that it will be a strong foundation in underlying their attitudes, steps, and movements in the future. Indonesia's Corruption Perception Index (CPI) has continued to increase since 2012. In 2013 the Indonesian CPI score was 32, and in 2017 the Indonesian CPI score was 37. However, this increased CPI score has not been positively correlated with improvements in the level of corruption in Indonesia.
The intensive hand-catching operation carried out by the KPK has not been able to create a deterrent effect for corruptors. The phenomenon of the iceberg of corruption seems to have proven to us that the current generation of leaders has not been able to change completely from the phenomenon of the past long before the reforms where the practice of KKN flourished. At this time, the efforts to eradicate massive corruption must be balanced with serious deterrence, especially for the national generation or the next generation. (Montessori, 2012) said that we need to emulate what Hong Kong has done with its success in conducting anti-corruption education in schools that have been able to change Hong Kong, which is a corrupt country, has now become the 15th clean country out of 158 countries in the world. Research (Widyaningsih et al., 2014) in SMP 2 Bantul found that the school had tried to actualize religious values, honesty, responsibility, politeness, and concern for others to their students through various media and students had begun to actualize these values in daily life. Their day. Abidin and Siswadi (2015) say that corruption originates from the Latin corrupt us which means to abuse, deviate, destroy the authority possessed, while according to Abidin and Siswadi (2015), the psychology of corruption is the study of corrupt behavior and what mental aspects cause or encourage the perpetrators committed corruption while the government and the community tried to eradicate it.
This descriptive study was conducted by the Anti-Corruption Psychology Study Center (PKPAK) of Yogyakarta Psychology College as an effort to collect objective data on the knowledge and understanding of the lineal generation of corruption and the Corruption Eradication Commission, and then this data is used to determine the intervention steps to be taken in taking the role of corruption prevention. In Indonesia. How is the knowledge and understanding of SMP / MTs students in Sleman Regency about corruption and the KPK are the research questions to be answered in this survey.

Method
This type of research is descriptive research; descriptive research aims to systematically and accurately describe the facts and characteristics about the population or about a particular field. This study tries to describe a situation or event. The data collected is merely descriptive in nature so that it does not intend to seek explanations or test hypotheses (Azwar, 2014). This study uses a survey method that aims to find out how the knowledge and understanding of SMP / MTs students in Sleman Regency regarding corruption and the KPK.
Knowledge and understanding of corruption are students' knowledge of bad, bad behavior, harming the State and self-enriching actions acts that are not true and are not in accordance with applicable legal procedures. This variable will be measured by a knowledge and understanding questionnaire about corruption and the Corruption Eradication Commission prepared by researchers where students will provide answers with a yes, no, or doubt choice. All stages of the research, from preparation, licensing, data collection to reports, are carried out in the span of May 21 2017 to August 21 2017.

Population
The population in this study was SMP / MTs students in Sleman Regency. SMP / MTS in Sleman Regency numbered 137 schools as follows:

Samples
The sample is a portion of the population selected in the study. The Cluster Sampling technique was used in this study (Creswell & Creswell, 2017). The number of SMP / MTs students in the Sleman Regency is 20,748 students. From these students, researchers could collect as many as 2778 research samples and evenly distributed in all districts.

Data Collection Methods
Data collection techniques used in this study were to use questionnaires. The list of questions raised in the survey is as follows:

Result and Discussion
The data obtained were analyzed with the help of SPSS version 16 with a margin of error of 1.86% with a confidence level of 95%. The diagram illustrates the knowledge and understanding of Sleman Regency Junior High School / MTS students about corruption and KPK. This study used a sample of 2,778 students to describe all SMP / MTS students in Sleman Regency.

Figure 1 Analysis Diagram
From the graph, there were 2,764 SMP / MTS students answering "Yes" in item 1, meaning that 99.4% of SMP / MTS students in Sleman Regency had heard the word corruption. In item 2, which means SMP / MTS students in Sleman Regency understand the meaning of the word "corruption," there are 1,733 or 62.4% of students who answer "yes," 345 or 12.4% of students answer "no" and 699 or 25, 2% of students answered, "doubtful." In item 3, 2.084 students answered "Yes," meaning 75% of SMP / MTS students in Sleman Regency knew of corruption cases that had occurred, and in item 4, there were 1,915 students who answered "No," meaning 68.9% of junior high school students / Sleman Regency MTS states that corruption is not only in the form of money while 195 students or 7% of SMP / MTS students in Sleman Regency say corruption is only in the form of money and the remaining 669 or 24.1% answered, "Doubtful." In item 5, 1,305 students, or 47%, answered "Yes" that cheating included corruption, 566 students, or 20.4% of students answered "No" while 908, or 32.6%, answered "Doubtful." Items 6 and 7 describe students' knowledge about the KPK. Based on the graph above, 2,275 or 81.8% of students answered "yes," 169 or 6.1% of students answered "no," and 335 or 12.1% answered "doubtful" in item 6 that they knew of the KPK. Whereas in item 7, there were 1,979 or 71.2% of students who answered "Yes," 326 or 11.7% of students answered "No," and 473 or 17.1% of students answered "Doubtful" that they knew the tasks of the KPK.
From the graph above, it appears that in item 8, there are 2,655 or 95.5% of students answered "Yes," 37 students answered "No" and 87 students answered "Doubtful" That means that 95.5% of students agree with KPK, 1.3% disagreed with the existence of the KPK and 3.2% were hesitant to agree with the KPK. In item 9, 2,397, or 86.3% of students answered "Yes," 113 or 4.1% answered "No" and 269 or 9.6% of students answered "Doubtful" that they agreed with the corruption eradication measures carried out by the current KPK. Whereas in item 10, there were 2,648 or 95.3% of students answered "Yes," 41 or 1.5% answered "No," and 90 or 3.2% answered "Doubtful" that they supported the KPK movement in combating corruption. In the table 3, the results can be described as follows: From the description above, it can be seen that this generation of 99.5% of the sample has heard of the word corruption, and 62.4% have understood what the word corruption means. This initial knowledge and understanding of corruption need to be followed up with a deeper understanding of the impact of corruption that can make a country poor and not structurally advanced. This millennial generation needs to understand the long history of corruption from the history of 1945, the old order, the new order until the order of reform until the birth of the KPK as revealed by (Juwono 2018).
Furthermore, it is also seen that the generation of leaders who will lead Indonesia in 2045, 20.4% of subjects understand that cheating is not a corrupt behavior, and there are 7% who think that corruption is only about how to take state money. This knowledge and understanding become our big homework to continuously campaign for nine anti-corruption values at every opportunity through character education and various kinds of anti-corruption lessons and training (Heryadi, 2019;Wibowo, 2013) as stated Halili (2019) that in the anti-corruption movement, character education must link between moral judgment (moral knowledge), actual conduct (actual behavior) and moral situation (concrete situation). Large corruption, according to the author, starts from the habituation of daily minor corruption (daily corruption ).
Data on the subject's knowledge of the existence of the Corruption Eradication Commission and the role of the Corruption Eradication Commission show that 82.9% of the subjects already knew of the existence of the Corruption Eradication Commission, and this millennial generation agreed with the role of the Corruption Eradication Commission in eradicating corruption. This has become a moral impetus for the KPK to continue its efforts to eradicate corruption and continue to carry out anti-corruption prevention campaigns for the generation of millennials to produce a new generation of golden leaders in Indonesia in 2045. Abidin and Siswadi (2015), in his book on corruption psychology, say that to implement social learning theory, KPK prosecutors and Corruption Judges must be more courageous in demanding and deciding on perpetrators of corruption with harsh punishment in order to create a deterrent effect and if that can be realized then the public perception and trust in the KPK will be better, and the KPK will increasingly receive broad support from the community in its efforts to eradicate corruption.

Conclusion
Moningka research in 2017 in grade 5 and 6 elementary school students through FGD obtained the results that basically elementary school children have heard the word corruption, and some have understood the meaning of the word corruption but limited only to an understanding taking state money and being punished, Likewise research (Heryadi, 2019) did a simple anti-corruption training for fifth and 6th-grade students and also found that the anti-corruption training was able to increase the perception of anti-corruption elementary school students. This study has presented data on its special semilinear generation represented by SMP / MTs students in Sleman DIY Regency about their knowledge and understanding of corruption and the KPK. Anti-corruption education, which is an effort to instill 9 (nine) anti-corruption values or also called character education from the beginning, namely honesty, caring, independence, discipline, responsibility, hard work, simplicity, courage, and justice (Wibowo, 2013), can be more It is planned comprehensively and utilizes media that are close to the Millenial generation and can begin at the age of elementary school grades 5 and 6 and are increasingly established from junior high school students. According to Ajsen's theory of planned behavior, 1991 (in Moningka, 2018), anti-corruption education programs can shape attitudes and provide understanding to students that corrupt behavior is behavior that harms oneself and others. This understanding, according to Moningka (2018), produces subjective norms and behavioral intention to produce negative attitudes towards corruption.

Funding
The authors have no funding to report.