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Anti Corruption Attitude Of Students As A Corruption Measure 

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Anti Corruption Attitude Of Students 

As A Corruption Measure Of Criminal Measures 

Yusrianto Kadir 

Faculty of Law, Universitas Gorontalo 

email: yusrikadir@gmail.com 

 

ABSTRACT 

This study aims to explain the development of character in changing the legal behavior of 

students and integrative model of character building in the prevention of corruption. The 

theoretical approach is directed to two main approaches namely the integration of anti-

corruption values and the formation of environments that are not permissive to corruption. 

The method used through the positivist legal approach and sourced from primary, 

secondary, and tertiary legal materials. The result of the discussion shows character 

education should involve not only the aspects of good knowledge (moral knowing), but 

also feel good or loving good (moral feeling), and good behavior (moral action). The main 

components forming behavioral intentions are Attitude toward behavior, Subjective 

norms, Control belief. The expected conclusion of student anti-corruption behavior 

targeted is the consistency of anti-corruption amid the reality of the external environment. 

Consistency is expected to further increase into the courage of students to be the 

vanguard in inviting people to do zero-tolerance against acts of corruption. 

Keywords: character building; anti corruption; prevention of corruption; 

 

INTRODUCTION 

Character is the nature that is brought by each individual, which each person has 

their own character. Understanding more characters lead to the moral and personality of 

a person, of course, which is positive. The character of an individual is formed since he 

was small due to genetic and environmental influences. The process of character 

formation, whether consciously or unconsciously, will affect the way the individual views 

himself and his environment and will be reflected in his or her daily behavior. Universities 

as institutions of higher education are one of the most important resources.1 

The character is the values of human behavior related to God Almighty, self, 

fellow human, environment, and nationality embodied in thoughts, attitudes, feelings, 

words, and deeds based on religious norms, law, etiquette, culture, and customs. So for 

students, it is very important to get character education, it aims to strengthen morals and 

praiseworthy nature for learners (in this case students). Because intelligence in the field 

of education alone is not enough without the provision of moral and strong character. So 

 
1Fidyani Fitri, https://fidyanifitri.wordpress.com/2012/07/02/pentingnya-pendidikan-karakter-dikalangan-
mahasiswa/ (diakses tanggal 7 Juli 2017). 

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https://fidyanifitri.wordpress.com/2012/07/02/pentingnya-pendidikan-karakter-dikalangan-mahasiswa/
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that when the student plunge in the community there will be no misuse of knowledge 

learned during school. 

As we see today, where smart people abuse their cleverness to commit criminal 

acts such as corruption or terrorism. The cleverness in question is a planned undertaking 

undertaken by an educated actor because of his expertise, his professionalism in a 

particular field, or because of his authority and position. For example, corruption, because 

the limits of the perpetrators who can be charged with Corruption Act is limited to the 

State Civil Apparatus, state organizers, or any party that utilizes state finances. Potential 

perpetrators referred only to those who have certain educational qualifications, in other 

words, the perpetrators of corruption are people who are educated in the sense narrow.2 

If only they had a strong character and manners, surely it would not have happened. So 

for reasons of kindness, it is necessary to emphasize the importance of character 

education for students. Therefore we must transform our character into a successful 

character. The character of success is to work hard to achieve something we want, never 

complain about any risks we face. Because for the next few years is needed are people 

who have good character. 

Academically, character education is interpreted as value education, character 

education, moral education, character education, or moral education whose purpose is to 

develop the ability of learners to give good decisions, to maintain goodness, and to 

realize the good in everyday life with all the heart. Character education as an educational 

concept that inculcates manners that involves aspects of knowledge (cognitive), feeling 

(feeling), and action (action) is a solution to improve the character and morals of the 

nation. Practically, character education is a system of planting good values to the citizens 

of the school or campus which includes the components of knowledge, awareness or 

willingness, and actions to implement those values, whether in dealing with God 

Almighty, fellow human beings, the environment, as well as the nation and nation to 

become a whole human being.3 

The desire to be a democratic nation, free from corruption, collusion and 

nepotism (KKN), respect and obey the law are some of the nation's desired character in 

the life of society, nation and state. However, the fact that there is exactly the opposite 

phenomenon. Horizontal and vertical conflicts characterized by violence and unrest are 

ubiquitous, accompanied by a spiral of regionalism and primordialism that can threaten 

the institution of the nation; the practice of corruption, collusion and nepotism has not 

 
2 Yusrianto Kadir (Disertasi), 2016. Hakekat Penerapan Pendidikan Anti Korupsi di Perguruan Tinggi Sebagai 
Upaya Pencegahan Tindak Pidana Korupsi. Program Doktor Ilmu Hukum, Universitas Muslim Indonesia 
Makassar. 
3 Yusfita Kumala Dewi, Math Didactic: Jurnal Pendidikan Matematika Vol. 1, No. 2, Mei - Agustus 2015 © STKIP 
PGRI Banjarmasin, lihat juga Aswari, A., & Perdana, A. H. (2018, June 5). SANKSI PELAJAR RAMAH 
LINGKUNGAN. https://doi.org/10.31227/osf.io/5zxb8. 

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subsided even further; the demanding democratic democracy turns into a democracy that 

goes too far and leads to anarchism; social and political politeness fades on the various 

levels of life of society, nation, and state; the intelligence of the nation's life mandated by 

the founders of the state increasingly invisible, all of which show the unturned noble 

values of the nation.4 

Among the students and students of moral decadence is no less apprehensive. 

The behavior of ethical, moral and legal bumping from mild to severe still often shown by 

students and students. The habit of cheating when the test or test is still done. The desire 

to pass easily and effortlessly during a national exam causes them to seek answers in an 

unethical way. They are looking for leaked answers from various sources that are not 

clear. Especially if the desire to pass easily is institutional because it is engineered or 

conditioned by the leadership of educational institutions systemically. In those who do not 

pass, there are those who take acts of recklessness with self-harm or even suicide. 

Unethical behavior is also shown by students. Plagiarism or plagiarism of scientific work 

among students is also still massive. There is even done by doctoral program students. 

All this shows the fragility of characters among students and students.5 

Another thing that is symptomatic among students and students in the form of 

delinquency. Some of them are a brawl between students and students. In some big 

cities, student brawls become a tradition and form a fixed pattern, so that among them 

form a mortal enemy. Tawuran also often done by the students as done by a group of 

students at certain universities in Makassar. Another form of delinquency by students and 

students is to drink alcohol, promiscuity, and drug abuse that can lead to depression and 

even HIV / AIDS. Another phenomenon that tarnished the image of students is and 

educational institutions are rampant gang learners and motor aisles Their behavior often 

leads to even bullying that disturbs society and even criminal acts such as logging, 

torture, even murder. All the negative behaviors among students and students mentioned 

above, clearly indicate the fragility of the character is quite severe one of which is caused 

by the not optimal character development in educational institutions in addition to 

environmental conditions that do not support.6 

Strengthening the character became one of the priority programs of President 

Joko Widodo (Jokowi) and Vice President Jusuf Kalla. In Nawa, ideals mentioned that the 

government will do the character revolution of the nation. The Ministry of Education and 

Culture implements the strengthening of the nation's successor character through the 

movement of Strengthening Character Education (PPK) which was launched in 2016. In 

accordance with President Joko Widodo's direction, character education at elementary 

 
4 ibid 
5 https://aridianadityo.wordpress.com/2012/12/15/pentingnya-pendidikan-berkarakter-bagi-mahasiswa/ 
6 http://www.tubanjogja.org/2014/12/15/pentingnya-pendidikan-berkarakter/ 

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education level gets a bigger portion than education which teaches knowledge. For 

elementary school by 70 percent, while for junior high school by 60 percent.7 

The Ministry of Education and Culture (Kemendikbud) continually strives to 

mourn the jaws through government priority programs in education and culture. During 

the two years of the Working Cabinet, Kemendikbud increased the Human Development 

Index (HDI) by 0.75 points from 68.8 in 2014 to 69.55 in 2015, with the education index 

rising by 0.82 points from 60.18 to 61.00 in 2015. The increase in HDI is due to an 

increase in the average length of schooling population aged 25+ from 7.73 years to 7.83 

years in 2015 and an increase in average school life expectancy increased from 12.39 

years to 12.55 years in 2015.8 

Human Development Index above unfortunately only describes the output that 

does not lead to the development of the nation's character as a whole. Targets in the first 

and higher levels of higher education do not reflect continuity efforts in higher education, 

so the HDI target of secondary education does not guarantee HDI at higher education 

levels. So the role of college is only more directed to the development of knowledge 

competence (cognitive) only. Though college graduates are expected to immediately 

adjust to the work environment, which of course not only rely on knowledge competence 

only but more includes other supporting competencies. 

Although education is only one of the variables that influence the formation of 

anti-corruption character, so it is expected to prevent the corrupt behavior, but education 

is a long-term investment in the whole human development index. University graduates 

who at least fill positions/jobs as Members of DPR and DPRD, Heads of Institutions / 

Ministries, Ambassadors, Commissioners, Governors, Mayors / Regents and Deputies, 

Echelon I / II / III, Judges, Prosecutors, Police, Lawyers, Private, Corporations, did not 

escape corrupt behavior, as the data below: 

 
7https://www.kemdikbud.go.id/main/blog/2017/07/penguatan-pendidikan-karakter-jadi-pintu-masuk-
pembenahan-pendidikan-nasional 
8https://www.kemdikbud.go.id/main/blog/2016/12/membangun-manusia-indonesia-unggul-berdaya-saing-dan-
berkarakter 

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Source: acch.kpk.go.id 

The above chart shows that from the last 5 years the biggest corruption actors 

are from echelon I / II / III in government institutions. Even if the corruptive behavior has 

many variables that effect, but the provision of cognitive, affective, and psychomotor 

competence is established through education that is quite influential in the prevention of 

corruption behavior.9 

Various efforts have been made to improve access and quality of education 

services including strengthening the role of vocational education as a strategic step of 

increasing the productivity and competitiveness of the nation and strengthening the role 

of culture in national education as an effort to revolutionize the nation's character.10 

Implementation of Strengthening Character Education (KDP) will become the main motor 

of government policy in education and culture. 

We want to build Indonesian people who have character, virtuous, and noble. Our 

nation also wants to have a superior and noble civilization. Such a civilization can be 

achieved if our society is also a good society. And an ideal society like this we can realize 

 
9 Yusrianto Kadir, 2016, Disertasi: Hakekat Penerapan Pendidikan Anti Korupsi di Perguruan Tinggi Sebagai 
Upaya Pencegahan Tindak Pidana Korupsi. Program Doktor Ilmu Hukum. UMI Makassar. 
10 Buana, A. P., Aswari, A., Said, M. F., & Arifin, M. Y. R. (2018). Responsibility Parking Service Business to The 
Protection Of Consumer Of The Parking Services in Makassar. Substantive Justice International Journal of 
Law, 1(1), 23-32. 

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when the human beings of Indonesia is a morally good human, moral human, and ethical 

good, and humans who speak and behave well as well. 

There are five main character values sourced from Pancasila which is actually 

also the role of universities in developing anti-corruption attitudes in the student 

environment, which became the priority of developing the KDP movement; namely 

religious, nationalism, integrity, independence, and mutual cooperation. Each value does 

not stand and develop independently but interacts with each other, develops dynamically, 

and forms a personal whole.11 

For that, we need to find the best way to build and develop human character and 

nation of Indonesia in order to have good character, superior and noble. The right 

endeavor for that is through education because education has an important and central 

role in the development of human potential, including mental potential. Through education 

is expected to happen a transformation that can build positive character, and change the 

character of the bad to be good. Ki Hajar Dewantara explicitly states that education is an 

effort to promote the growth of character (inner strength, character), mind (intellect), and 

the body of children.12 So clearly, education is the main vehicle for cultivating good 

character. The problems identified in this paper are, first; how should the formation of 

characters that support the application of anti-corruption attitudes, and secondly; how the 

internalization process of the application of anti-corruption attitudes among students. 

Efforts to prevent the culture of corruption in the community first can be done by 

preventing the development of mental corruption in Indonesian children through 

education. The spirit of anti-corruption that should be a study is the planting of thought 

patterns, attitudes, and anti-corruption behavior through schools because school is a 

process of culture. The formal education sector in Indonesia can play a role in meeting 

corruption prevention. Preventive measures (prevention) can indirectly through two 

approaches (approach), first: make learners become targets, and second: use the 

empowerment of learners to suppress the environment in order not Permissive to 

corruption. 

To participate in the anti-corruption and eradication movement, there are two 

models that educational institutions can undertake in developing an integrative-inclusive 

anti-corruption education curriculum for education. First, the educational process must 

foster social-normative concerns, build objective reasoning, and develop a universal 

perspective on the individual. Second, education should lead to strategic seeding, the 

individual's consistent and robust personal qualities in social engagement. The 

 
11https://ristekdikti.go.id/siaran-pers-kemendikbud-penguatan-pendidikan-karakter-pintu-masuk-pembenahan-
pendidikan-nasional/ 
12Ki Hajar Dewantara dengan tegas menyatakan bahwa pendidikan merupakan daya upaya untuk memajukan 
bertumbuhnya budi pekerti (kekuatan batin, karakter), pikiran (intellect), dan tubuh anak. 

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integrative-inclusive model of anti-corruption education in applicative education is more 

domiciled as an approach to contextual-based learning.  

Character education is based on six ethical values, that everyone can agree on 

values that do not contain political, religious or cultural biases. Some of these things can 

be explained and to be easily understood about the six pillars of character education13, as 

follows: 

1. Trustworthiness Honest, do not cheat, plagiarize or steal, be reliable, do what 

you say you will do, have the courage to do the right thing and build a good 

reputation, obedient. 

2. Respect Be tolerant of difference, use courtesy, not a bad language, consider 

other people's feelings, do not threaten, beat or hurt others, reconcile with 

anger, humiliation, and disagreement. 

3. Responsibility (Responsibility) Always do your best, use self-control, discipline, 

think before acting, consider the consequences, be responsible for the choices 

already taken. 

4. Fairness (Justice) Play by the rules, take as necessary and share, open-

minded, listening to others, do not take profit from others, carelessly. 

5. Caring (Caring) Be loving and show you care, gratitude, forgive others, helping 

people in need. 

6. Citizenship Make schools and communities better, work together, involve 

themselves in community affairs, be good neighbors, obey laws and rules, 

respect authority, protect the environment. 

 

METHOD 

The domain of this article is in the realm of legal science on the nonpenal side or 

prevention with the type of approach used is the normative approach. This approach 

examines the matters using the positivist concept of legislation by integrating the concept 

of prevention of corruption with the integration of character education in Education which 

states that the law is identical with written norms, but further to measure the workings of 

the law should be supported by a non-legal approach, which in this case is the 

internalization of moral values and propriety in the educational environment. Data were 

obtained through primary legal materials, secondary legal materials, and tertiary legal 

materials. 

 

13 Nanda Ayu Setiawati, Pendidikan Karakter Sebagai Pilar Pembentukan Karakter Bangsa, Prosiding Seminar 
Nasional Tahunan Fakultas Ilmu Sosial Universitas Negeri Medan Tahun 2017 Vol. 1 No. 1 2017, Hal. 348-352  

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ANALYSIS AND DISCUSSION 

Character Formation as a Form of Anti Corruption Attitude 

According to the Ministry of National Education, the character is the character, 

character, morality, or personality formed from the internalization of virtues that are 

believed and used as the basis for the worldview, thinking, attitude and action. Character 

terminology contains at least two things: values (values) and personality. As a reflection 

of the whole personality, the character bases itself on the values of society. The 

underlying values of individual thought and behavior are embedded in a process of 

internalizing values that are in accordance with the culture adopted by society. This 

internalization process then forms the character of an individual.14 

Mounier proposes two ways of interpretation by looking at characters as two 

things, first, as a set of conditions that are given away or simply exist, which are more or 

less forced within us. Such a character is regarded as something that has existed from 

the past (given). Second, the character is understood as the level of power through which 

an individual is able to master the condition. Such a character is referred to as the 

desired process (willed)15. Thus, it can be concluded that the character is a dynamic 

condition of the anthropological structure of a distinct and distinct human being as a result 

of the integration of heart, mind, body, taste, and intention as a congenital condition 

accompanied by an attempt to self-perfection. 

Character education can be interpreted as a valuable education, moral education, 

moral education, character education, which aims to develop the ability of learners to give 

good decisions bad, maintain what is good, and realize the goodness in daily life with a 

vengeance. The formation and development of character as an educational endeavor is 

expected to have a positive impact both for individuals as well as for their environment. 

Character education is an attempt to educate children to make wise decisions and 

practice them in everyday life,16 so they can make a positive contribution to their 

environment.17 

Character education should involve not just aspects of good knowledge (moral 

knowing), but also feel good or loving good (moral feeling), and good behavior (moral 

action). Character education emphasizes the habit or habit that is constantly practiced 

and practiced. Thus, it can be concluded that character education is an effort to form and 

 
14 Diptasari Wibawanti, Persepsi dan Perilaku Mahasiswa dalam Pendidikan Karakter (Studi Kasus Di Jurusan 
Pendidikan Ilmu Pengetahuan Sosial Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret) 
15 A, Doni Koesoema. 2007. Pendidikan Karakter: Mendidik Anak di Zaman Global. Jakarta: Grasindo.  
16 ibid 
17 Kesuma, D., Triatna, C., & dan Permana, J. (2011). Pendidikan Karakter: Kajian Teori dan Praktik di Sekolah. 
Bandung: PT Remaja Rosdakarya. Creative Education,  Vol.7 No.2, February 24, 2016 

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develop character that involves all aspects of human dimensions both cognitive, affective 

(emotional), and psychomotor (physical) by knowing, feeling and executing good 

behavior (knowing the good, loving the good , An acting the good) to become a habit or 

habit that is continuously practiced that is personal and social as a joint responsibility of 

government, society, schools, and parents. 

Character education is expected to result in more positive behavioral changes. 

Behavior has a subjective meaning for every culprit, and Weber states that an action is a 

human behavior that has a subjective meaning to the perpetrators. Understanding the 

subjective meaning of an action means empathy, that is, how to place oneself in the 

frame of thinking of others acting, and situations and objectives seen according to the 

perspective. Character education is a conscious effort that considers goals and ways to 

achieve them. By Weber, this is referred to as an instrumental rational action, which 

includes consideration and conscious choice relating to the purpose and the tools used to 

achieve it. 

The image of a work culture based on strong character (including trustworthiness 

and exemplary) and intelligent, is stated as follows:18 

No. Characteristics Defenitions Indicator 

1. Commitment Determination that binds and 
adheres to an educator to 
perform his duties and 
responsibilities as an educator 

· Having vision sharpness 
· Sense of having (sense of 
belonging) 
· To be responsible 
(sense of responsibility) 

2. 
 
 
 
 
 
 
 
 
3. 

Component The ability of an educator in 
organizing learning (teaching and 
educating) and ability to solve 
various problems in order to 
achieve educational goals 
 
 
 
 

· Always 
self development 
· Experts in their field 
· Inspire his profession 
· Has competence 
pedagogy, personality, 
social, and professional 

Hard Work Ability to direct or exert all effort 
and sincerity, potential owned 
until the end of a business until 
the goal is achieved 

· Working sincerely and 
truly 
· Working beyond the target 
(extra ordinary process) 
· Productive (out-standing 
result) 

5. Simplicity Ability to actualize something 
effectively and efficiently 

· Understandably 
· Not fancy 
· Not excessive 
· Appropriate 

6. Closeness The ability to interact dynamically 
in the emotional fabric between 
lecturers and learners in order to 
achieve the goals of learning / 
education 

· Attention on 
student (student 
centered) 
· Learning centered 
· Relationships 
emotional ones 
harmonious 

 
18 opcit 

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7. Maximum Service Ability to help or serve or meet 
the needs of learners optimally 

· Fulfillment of Standards 
Minimal Service 
(SPM) 
· Satisfaction 
· Fast and responsive 
· Fast service 
· Proactive 

8. Smart · Ability to quickly understand 
and understand, responsive, 
sharp in analyzing and able to 
find solutions alternative, and 
able to solve the problem 
(intelligent intellectual) 
· Ability to deliver 
meaning/value to the various 
activities undertaken so that the 
result is optimal (intelligent 
emotionally and spiritually) 

· Responsive, analytical, 
innovative, and solutive 
 
 
 
 
 
· Coloring variety 
activities performed 

 

There are several things to consider in building the ideology of anti-corruption 

education.19 

First, place education as a means of character building. German Pedagogue FW 

Foerster20 say that the main essence of education is character formation. In Foerster's 

view, there are four basic characteristics in character education, namely the order of the 

interior in which every action is measured by the hierarchy of values, the coherence that 

gives courage, is steadfast in principle, not easily vacillated in new situations or fear of 

risk, giving autonomy in internalizing rules outside becomes personal value, and builds 

firmness and loyalty in the fight for truth and justice. The maturity of the four basic values 

of the Foerster will build the form of a person in all his actions. With the four basic values 

that will be born a strong person and ready to hit the inequality that hit the community, 

especially corruption. 

Second, create a curriculum that always condemns corruption as a social crime. 

In every subject matter, an educator should not only explain the textual meaning of 

scientific theory but also be able to contextualize the phenomenon of social inequality that 

occurs in society. With the integration of theory and reality, the educational curriculum, in 

addition to not dull students, is also able to lead them to a vast and powerful knowledge 

hollow. They are not only rich with knowledge, but also life experiences of stock in the 

future. 

Third, no real action in eradicating corruption. This concrete action can be in the 

form of cooperation with the judiciary that drags the corruptors or non-governmental 

organizations concerned with corruption eradication policies. With this concrete action, 

students or students will see the real price of corruption in Indonesia and explain to them 

 
19 http://id.beritasatu.com/home/korupsi-dan-pendidikan-karakter/26509 diakses tanggal 10 juli 2017, pukul 
12:40 wita. 
20 https://indrajuliano.wordpress.com/2011/06/23/pendidikan-karakter/ 

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that the corruptors are the tie people who have completed their education to the highest 

level. That way, the students will be "stranded" to rise up to restore the morality of 

education and will eventually be dedicated positively to the nation's survival. 

Fourth, build a new flow cross-sectoral education. Here we need to establish 

massive movements in various central and local educational institutions in opposing the 

actions of the corrupt. The new wave will always be covered by the media and will 

gradually become the mainstream of future humanitarian thinking. By becoming a new 

mainstream then anticorruption education is not just a discourse, but a movement that is 

very important for the sake of the future of the nation.21 

Anti-corruption education in the form of special courses seems to make 

corruption as knowledge, or at least the study materials of lecturers and students. The 

difference is, the expectation is that knowledge is not to be applied, but avoided. Who 

knows the realization of a collective determination to not go along with corruption when 

graduating later, including the corruption that actually happens in college itself. Cleaning 

up the house and self is much more important than examining the taxonomy of corruption 

in college.22 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
21 Thalib, H., Ramadhan, A., & Djanggih, H. (2017). The Corruption Investigation In The Regional Police of Riau 
Islands, Indonesia. Rechtsidee, 4(1), 71-86. 
22 Yusrianto Kadir, 2018. Kebijakan Pendidikan Anti Korupsi di Perguruan Tinggi. Jurnal Gorontalo Law Review. 
ISSN 2416-5030 

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Some ideological steps mentioned above are expected to be the most effective 

dispels against social diseases that have ruined the life of this nation. Corruption and its 

twin brothers, collusion, and nepotism have been a "trilogy" of disease that is gnawing at 

this nation. Do not let this nation's "trilogy" disease continue to live and undermine our 

common life. Therefore, anticorruption education should be the god of salvation, a 

blueprint that can bring progress to the nation in the future. 

Internalizing the Intention of Student Anti Corruption Behavior 

The essence of corruption is the behavior that conscious and deliberate 

individuals emerge. Psychologically there are several components that cause the 

behavior to appear. Any behavior that is made consciously derives from the potential 

behavior (behavior that has not manifested itself), which is termed by intention. Potential 

behavior intentions are attitudes, which consists of three factors: cognition, affection and 

psychomotor, in which all three synergize to form a certain behavior. Thus, the corruption 

/ anti-corruption behavior generated by individuals is based on the existence of corruption 

/ anti-corruption behavior intent in which the synergy of three factors of cognition, 

affection and psychomotor occurs. Anti-corruption course methods should provide a 

balanced synergy between the three components so that it can really serve to strengthen 

the student's anti-corruption behavior potential. Basically, the anti-corruption potential is 

in each individual student, and it is the duty of the lecturer to strengthen it.23 

Still related to the intentions of anti-corruption behavior, Fishbein, and Ajzen24 

explained there are 3 (three) main components forming behavior intentions are:  

a. Attitude toward behavior (ATB): influenced by behavioral belief, positive or 

negative evaluation of a particular behavior - reflected in words such as true-false, 

agree-disagreeable, good-bad, etc. Negative evaluation of corrupt behavior and a 

positive evaluation of anti-corruption will increase the intention (potential) to 

behave in an anti-corruption manner. 

 

 

 

 

b. Subjective norms (SN): influenced by subjective norms around individuals who 

expect the individual to behave in a certain way or not. For example religious 

norms (religious individuals), social norms, family norms, or when people who are 

important to individuals or tend to be obeyed by individuals consider anti-

 
23 Yusrianto Kadir (Disertasi), 2016, Hakekat Penerapan Pendidikan Anti Korupsi di Perguruan Tinggi Sebagai 
Upaya Pencegahan Tindak Pidana Korupsi, Program Doktor Ilmu Hukum, Universitas Muslim Indonesia 
24 Fishbein, M., & Ajzen, I. (1975).  Belief, Attitude, Intention, and Behavior: An Introduction to Theory and 
Research.Reading, MA: Addison-Wesley. 

Behavioral Beliefs 

For Positive Feeling 

Attitude Toward 

Behavior Does 

Positive Feeling 

High Trends In Contact 

Anti Corruption 

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corruption behaviors as positive, it will increase the intention of (potentially) anti-

corruption behavior. 

 

c. Control belief (CB): which is influenced by perceived behavior control, namely 

the reference difficulty and ease to elicit a behavior. It deals with the source an 

opportunity to realize that behavior. For example, the environment around a 

corrupt individual or a large/easy corruption opportunity will increase the intention 

of the individual to engage in the corrupt behavior, and vice versa. 

 

Ideally, the student's anti-corruption behavior targeted is the consistency of anti-

corruption amidst the reality of the still very corrupt external environment. Consistency is 

expected to further increase into the courage of students to be the vanguard in inviting 

people to do zero-tolerance against acts of corruption. Planned Behavior theory is used 

as an analytical tool in measuring the effectiveness of Anti-Corruption course in students. 

The University of Paramadina conducted this study on the students of Anti-Corruption 

subjects one and a half years later. The suggested findings are of concern to every 

university that designs Anti-Corruption Education25: 

1. Concepts and discourses on corruption and anti-corruption are indispensable 

and proven capable of providing sufficient cognitive effects for students' frame 

of mind. 

2. Emphasis on the existence of legal norms and anti-corruptive social norms 

proved able to give students a strong sense of community support. 

3. But the commitment of students to consistently behave and act anti-corruptively 

in off-campus life is still often tangent to the reality of corruption practices (petty 

corruption) encountered in almost all lines. The imbalance between educational 

 
25 Herdiansyah, Haris. 2010. Metode Penelitian Kualitatif untuk Ilmu-ilmu Sosial. Jakarta: Salemba Humanika.  

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efforts and bureaucratic system reform is feared will potentially erode the anti-

corruption personality that has been fostered inside the campus. 

It can be concluded that in prevention through education it must be supported in 

parallel with the improvement and improvement of integrity by the government and 

society. While in education itself, finally the teacher must play the role as a motivator for 

the students. 

CONCLUSION 

Character education can be interpreted as a valuable education, moral education, 

moral education, character education, which aims to develop the ability of learners to give 

good decisions bad, maintain what is good, and realize the goodness in daily life with a 

vengeance. The formation and development of character as an educational endeavor is 

expected to have a positive impact both for individuals as well as for their environment. 

This is in Megawangi's opinion that character education is an attempt to educate children 

to make wise decisions and practice them in everyday life so that they can contribute 

positively to their environment. Ideally, the student's anti-corruption behavior targeted is 

the consistency of anti-corruption amidst the reality of the still very corrupt external 

environment. Consistency is expected to further increase into the courage of students to 

be the vanguard in inviting people to do zero-tolerance against acts of corruption. 

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