An Emergence of Character Leaders Through Honesty as a Moral
Virtue
Kama Abdul Hakam, Siti Nurbayani, Ratna Fitria and Warlim Isya
General Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Banding, Indonesia
Keywords: Leader, Value Internalization, Young Generation.
Abstract: In the moment of the present time, behaviors of leaders are various viewed in terms of their styles. On one
hand, there are polite leaders yet committing corruption and on the other hand, there are firm leaders yet they
cannot control their attitudes so that they end up into the jail. The democratization initiated since the
reformation requires political actors to be more open, honest and decisive in their political activities. However,
in its implementation of the openness, honesty and firmness displayed by the political elite is often not in the
frame of politeness so that it ethically creates controversy and community rejection. Moreover, this
impoliteness is then extended by the news in the free and open communication media. Therefore, all these
actions are watched by all people, including the young generation who are psychologically in search of
identity. When people watch and adopt the positive things from their leaders, this circumstance is indeed as
expected. However, if the case is vice versa in which people, especially younger generation mostly adopt
negative values from their leaders, it is certainly very regrettable. In this present study, a quantitative approach
employed in order to explore the significance of the value information affecting the young generation. With
respect to the research sites, the research was conducted at Universitas Pendidikan Indonesia, Universitas
Islam Negeri, and Universitas Parahiyangan. The Guttuman scale as the research instrument was employed
in this study using two firm and consistent answers, namely yes value (1) and no value (0). The results showed
that there was a correlation between the internalization of values and the character formation. In fact, not all
people are able to pass the process of internalization of value, and 82% of young generation has once lied.
1 INTRODUCTION
As expressed by the Academics from Paramadina
University, Anies Baswedan, Indonesia is in the age
of leadership crisis. He emphasized that Indonesian
people are currently in need of a good leader. As a
matter of fact, based on his opinion, Indonesia has
many influential figures. However, the availability of
leaders is not all well accepted by the people. Being
firm and competent is one of the indicators that
should be possessed by a leader. (Wibisono, 2011)
The behavior of a leader who dares to scold his
subordinates in public, insult the scripture of a
particular religion, and issue inappropriate words,
will certainly have an impact on the value of the
younger generation. Undeniably, leaders are
considered as a role model. In fact, they will always
be a barometer for the behavior of the next
generation. Moreover, the younger generation is the
heir of values and future leaders. Therefore, it is
necessary to have a leader supported by an identity.
This kind of leader should be initially produced and
educated as a true leader.
Educational endeavors in instilling positive values
believed by people should not only limited to
knowledge but also need to include attitudes and
behaviors of the future leaders. Individual value
development needs to be realized holistically in order
to become an ideal human being who is equipped with
a positive and noble character. As good leaders, it is
necessary to understand the concept of value
internalization, how to internalize the value to the
individual, the level of internalization and it is also
needed to have ability to construct potential values of
young generation toward the maturity in accordance
with the noble values believed by society or nation.
Given the importance of leaders who have the
identity, the purpose of this study is to determine the
correlation between the influence of value
information on the leadership of the younger
generation. After getting familiar with the correlation,
it can be identified the number of young generation
156
Hakam, K., Nurbayani, S., Fitria, R. and Isya, W.
An Emergence of Character Leaders Through Honesty as a Moral Virtue.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 156-160
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

who can put the value of honesty as an identity and
the reason behind the one's moral levels which are
different from one another.
2 PREVIOUS STUDIES
The study on the dream leadership had been done by
Kouzes and Posner. Based on his study involving ten
thousand respondents, they resulted in the same
answers: 1) leaders practiced their words, 2 they
prove their words (they walk the talk), 3) his actions
are consistent with his words (they follow through on
their promises, 4) they do what they do (they do what
they say, they will do) (Tasmara, 2006). Based on
those aforementioned criteria, as argued by Kouzes
and Posner (2004) the subordinates will follow the
leaders who have good characteristics and
personality. As good leaders, they should have a good
characteristic, especially honesty. In fact, this type of
good character is highly important for leaders.
Moreover, good leaders should also be trustworthy.
In the practical life, they are encouraged to be able to
distinguish right and wrong. Therefore, they can be
an ideal leader and will not mislead in their
leadership. In fact, their subordinates will feel
comfortable led by this kind of leaders. In this
specific case, honesty is in fact closely related to
values and ethics.
3 METHODS
Based on the aforementioned information, the
researcher then is desirous to know the honesty within
the students. In this present study, the researcher
involved 300 students coming from three different
universities. The selection of students as the
respondents of this study was based the assumption
that age determines one's moral reasoning. In a study
conducted by Delgado and Oliver (1995) conducted
in Spain, it was found the evidence that age is a
determinant variable in determining the development
of moral reasoning or moral judgment. Similarly,
White (1986), in both cross-sectional and longitudinal
studies in Bahama, also found the significant impact
of age. In fact, the results of his study supported the
hypothesis that the moral reasoning will improve as
the growing of one’s age, at least in the first three
stages. Subjects in this study amounted to 300
respondents who are young people (students) who
were in the city of Bandung, which is composed of
150 men and 150 women. Age of the respondents in
this study ranges from 20-24 years. Education
respondents in this study were high school graduates
goes to coledge, which is divided in three universities
in Bandung - Indonesia. The study was conducted
with survey approach, in which this approach
classified in quantitative-oriented research design.
Survey approach because researchers aim to make an
assessment of the specific characteristics of a
population by using a sample. Given the quantity of
the subject in the population is too large and difficult
to involve them in research Instrument used to
measure the variables Guttuman Scale using two firm
and consistent answer is yes and no, values yes (1)
and the value is not (0). Besides, it has also been
conducted interviews to strengthen and enrich the
analysis of the results of the questionnaire. Sampling
technique used is convenience sampling. The
convenience sampling method is a method of non-
random sampling basis. The sample is related to the
readiness and willingness of respondents to be in the
study sample.
4 RESEARCH RESULTS
The process of value internalization of the younger
generation in sequence can be seen as follow:
4.1 Young Generation is in the Moral
Information Level
Figure 1: The Moral Information Level.
Based on figure 1, it can see that male students from
UPI and UIN are in the same moral level resulting in
100% in the position of value information, and 97%
of male students from UNPAR are in the position of
moral information. However, 97% UPI female
students are in the position of moral information, 98%
of moral information is occupied by UNPAR female
students, UIN female students in fact result in 100%
of moral information position. It implies that all
respondents know the meaning of honesty. In the
An Emergence of Character Leaders Through Honesty as a Moral Virtue
157

internalization of the value, this level is considered as
the lowest level.
4.2 Young Generation is in the Moral
Belief level
Figure 2: The Moral Belief Level.
At this level, the students are required to believe that
honesty is important for all people. Based on figure 2,
100% of UPI and UNPAR male students believe in
the importance of living with honesty, while 96%
UIN male students believe in the importance of
honesty and 4% do not believe. On the other hand,
around 97% of UPI female students believe in the
importance of honesty and 3% do not believe in it,
92% of UNPAR female students in fact believe in the
importance of honesty and 8% do not believe in it,
and 2% of UIN female students do not believe in the
importance of honesty and 98% of them believe it.
4.3 Young Generation is in the Moral
Attitude level
Figure 3: The Moral Attitude Level.
Moral attitudes can be measured by the statement of
dislike. Therefore, the question posed is that I am
afraid that one day I have to lie, and the results in
figure 3, show that 88% of UPI male students avoid
lying and 12% of them still lie. On the other hand,
91% of UPI female students choose not to lie and 9%
of them still lie. 81% UNPAR male students choose
not to lie and 19% of them remain lying, while 80%
of UNPAR female students choose to avoid lying and
20% of them remain lying. For the students of UIN,
84% of male student prefer not to lie and 16% are not
afraid of lying and 94% of UIN female students
choose to be afraid of lying and 6% of them do not
feel frightened when lying.
4.4 Young Generation is in the Moral
Value level
Figure 4: The Moral Value Level.
The position of moral values marked by the value has
become the self-principle. Then, the question posed is
that ‘it has been accustomed that I do not speak lie.
The results in figure 4, show that 71% of UPI male
students place honesty as a habit, and 29% of them
place speaking lie as a habit. On the other hand, 73%
of UPI female students consider that lying is not
habits and 27% of them have been accustomed to lie.
Then, 35% of UNPAR male students consider that lie
is a habit and 65% of them put honesty as habit, while
for UNPAR women students, 64% of place honest as
a habit and 36% of women do not make honesty as
habit. At UIN, 74% of UIN male students consider
that honest is a habit and 26% of them assume that
lying is a habit, while for women, 70% of them
choose to place honesty as a habit and 30% of them
are accustomed to lie.
4.5 Young Generation is in the Moral
Character/Personality level
Figure 5: The Moral Character/Personality Level.
In this level, honesty has become a character of
students characterized by putting honesty as an
ICSE 2017 - 2nd International Conference on Sociology Education
158

identity. The question posed is that ‘if one day I lie, I
usually do not feel comfortable all day and do not
have a good sleep. The results in figure 5, show that
70% of UPI students, especially male students place
honesty as their own personality and 30% of them do
not feel guilty when lying. For UNPAR students, 42%
of them, especially male students feel innocent when
lie and 58% feel guilty when lying, while for woman.
4.6 Young Generation is in the Moral
Dignity level
Figure 6: The Moral Dignity Level.
The level of dignity can be performed through the
questions and observation that; do not feel afraid of
defending the principle, do not take into account
social, juridical, and political risks, do not break the
principle, even in an emergency, and maintained by
their own soul and body. Then, the question asked is
that ‘even if life at stake I will not lie’. The results of
this level showed that 18% of UPI male students will
not lie, 23% of them will not lie, and 12% of UIN
students will not lie even if life is at stake. For
women, 15% of UPI female students will not lie, 18%
of UNPAR female students will not lie, and 14% of
UIN female students will not lie respectively.
Based on the diagram above, it can be seen that at
the level of the process of value internalization of
students in a sequence:
 At the moral information level, the students at
the three universities yielded different results.
UPI male students reaches 100%, and female
students reaches 97%, while for UNPAR
students, the result is 97% of male students and
98% of female students, and at UIN, male and
female students result in 100%.
 At the moral belief level, UPI and UNPAR
students reaches 100%, and 96% of UIN
students, 97% of UPI female students and 92%
of UNPAR female students, and 98% UIN
female students.
 As a moral attitude (at the Moral Attitude level)
88% of UPI students, especially male students
place honesty as a moral attitude and followed
by 81% of UNPAR students, and 84% of UIN
students, while 91% of UPI female students
make honesty as a moral attitude and followed
by 80% of UNPAR students, and 94 UIN
Students.
 As a moral value (at the Moral value level) 71%
UPI male students place honesty as a moral
value, followed by 65% of UNPAR male
students, and 74% of UIN male students, while
75% of UPI female students put honesty as a
moral value, followed by 64% of UNPAR
female students, and 70% of UIN female
students.
 As a moral character (in the personality level),
82% of UPI male students make honesty as
moral character, followed by 58% of UNPAR
male students, and 70% of UIN male students,
while 80% of UPI female students make
honesty as the strongest character, followed by
68% of UNPAR female students, and 79% of
UIN female students.
 In the moral dignity level 18% of UPI mal
students make honest as a moral dignity,
followed by 23% of UNPAR male students,
and 12% of UIN male students. On the other
hand, 15% of UPI female student make honesty
as a moral dignity, followed by 18% of
UNPAR female students, and 14% of UIN
female students.
Based on the results of this study, it appears that
there are still few students who place honesty as a
character, and in fact, the decrease occurs in the
honesty level as a moral identity. If honesty has not
become a character of Young Generation, it will be
difficult to produce a good leader because people’s
perspectives are influenced by a character, and the
character alone is influenced by the possessed value,
the believed morality, and the governing norms
(Winecoff and Bufford, 1985). As a result, a good
character requires a firm belief in values, moral
awareness and maturity, and is accustomed to follow
the prevailing norms. Therefore, the character
influences perspectives, and the perspectives are
based on values, morals, and norms. The belief of a
person in values, morals, and norms will be reflected
in his / her way of thinking, attitude, and actions. In
addition, the belief of a person towards values,
consciousness, and maturity in morals, and respect as
well as obedience to the norm is considered as the
results of his / her education and experience. (Hakam,
2010).
As the results of the earlier studies, it is
undeniable that the environment also has an influence
to form a person's character. The original character
An Emergence of Character Leaders Through Honesty as a Moral Virtue
159

will be seen and reappeared when the situation faced
by someone is very precarious or "scary". As a matter
of fact, indeed, the level of critical situation in a
certain context is different for someone and others,
depending on the maturity of the individual in facing
the particular context. As an illustration, getting into
the Airplane is not considered as a critical situation
for flight attendants, while for new ones, airport
admission, seats in airplane seats, take-away, and
landing are all critical. In fact, experience and
education are important in order to build the positive
character of a person needed in personal and
interpersonal life, in the contexts of family, society,
and nation.
Based on the theory of social learning
(observational learning theory) of Albert Bandura, it
is argued that human behavior is not merely an
automatic reflex of stimulus (S-R), but due to
reactions arising from the interaction between the
environment and human cognitive scheme itself.
Bandura (1986) explains that human behavior is the
results of a sustainable reciprocal interaction among
human, behavior, and environmental influences.
Based on Bandura’s opinion, the environment greatly
affects one’s value internalization.
Based on the results of this present study, it is
found that the environmental factor that influences
the value internalization process can be found in the
difference of respondent's campus origin. In fact,
every level in the value internalization shows
different results. In addition, the campus is viewed as
a center of educated community activity that produces
various ideas / thought, ways of thinking, patterns of
taste, behavior patterns, norms, customs, human
values, and other aspects that can mature and
empower the community to be more qualified and
better understand the world and life. In addition,
Gazalba (1973: 60) also asserts that space and time
define a culture. As a result, it implies that different
times will produce different cultures and different
spaces will produce different cultures. As a campus
has vision and missions, and different characteristics
and environments compared to the other campus, this
place in fact will also produce cultural differences in
a particular campuses compared to the others.
As the heir of culture, the campus should be able
to internalize the values of good morality by
implementing the virtue values. Therefore, it is
expected that the campus will be able to produce
honest leaders who will be able to transform this
nation into a superior nation and place honesty as one
of its pillars.
5 CONCLUSIONS
In principle, the students from the three universities
have understood the meaning of honesty, only in the
stage of character and the moral identity shows a
significant decrease. Therefore, it is obvious that
honesty has not become a character and identity for
students, and as a result, it will promote an impact on
the birth of dishonest leaders. In order to have a
qualified leader for Indonesia, it is necessary to
involve the campus to instill the moral values towards
the students. As a matter of fact, based on the results
of this study, it indicates that the campus indeed has
a big role in instilling moral values.
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