The Effectiveness of Anti-corruption Guidance Program to

Developing Integrity Character Values in Adolescent Students of

Sman 4 Garut, Indonesia

Radhiya Bustan and Liana Mailani

Faculty of Psychology and Education, University of Al-Azhar Indonesia, Jakarta, Indonesia

Keywords: Character Value, Integrity, Anti-corruption Guidance.

Abstract: The number of corruption cases in Indonesia is still soaring which shows that the personal integrity of some

Indonesians still needs to be questioned. To improve and build the integrity of Indonesian society, education

plays an important role, one of which is through the implementation of character education. Based on this

background, this research was conducted with the aim of instilling and building character values with integrity

through the guidance process with various approaches such as the guidance process, case studies, posters and

presentations. This research is an experimental study using pre- and post-test designs on a group of student

council administrators in a public high school in Garut - Indonesia. Quantitative data analysis was performed

using the SPSS paired sample t test. Based on the analysis of quantitative data obtained with support from the

qualitative data, it is found that anti-corruption guidance through lectures, discussions, case studies, watching

movies, making posters and presentations, and action plans, can be effective in developing integrity character

values in high school students.

1 INTRODUCTION

Improving national education can be started from

character education since character enforcement is the

foundation and main soul of education. Lickona

(2012), stated that a character is related to moral

knowing, moral feeling, and moral behavior. Based on

those three components, it is stated that good character

is supported by knowledge about goodness, desire to

be good, and doing good. Therefore, character building

can be interpreted as all efforts that can be done to

enhance students’ character. Whereas Kertajaya

(2010), said that a character is a distinctive feature

owned by a thing or individual. Those distinctive

features are authentic and rooted deep in the individual,

as a machine that drives how an individual acts,

behaves, talks and responds that will affect one’s

personality from an early age. Therefore, it can be

concluded that character is a distinctive thought and

behavior that shapes a person’s personality. In that

case, character building is essential to be taught

throughout by implementation and value

internalization to students. A person with good

character is one that can decide and is responsible for

every decision they made (Ansori, 2007).

The main values of character education, as

derived from Pancasila (national principle)

(1) Religiosity, (2) Nationalism, (3) Integrity,

are value that underlies one’s behavior to try to be

a person of trust in words, actions, and works,

have commitment and loyalty on humanity and

moral values. (4) Independence, (5) Cooperation

(www.kemdikbud.go.id). One of these values of

character education that needs attention is related to

the character value of integrity. This integrity

character value is the foundation that can prevent

corrupt behavior, which is currently still high in cases

in Indonesia. It is hoped that the young generation can

internalize this character value, one of which is

through providing guidance. It’s related to research

from Hanafi (2017), which mentions that the

character of integrity (honesty-trust) must be invented

from an early age.

Building active guidance that involves students is

needed, so the integrity character values will be

internalized in their daily activities and form a

generation full of integrity. According to Atmadja

(2015), conducted habitualization is necessary to

create an anti-corruption generation, especially with

the guidance and supervision of their parents. Lack of

Bustan, R. and Mailani, L.

The Effectiveness of Anti-corruption Guidance Program to Developing Integrity Character Values in Adolescent Students of Sman 4 Garut, Indonesia.

DOI: 10.5220/0010808400003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 31-38

ISBN: 978-989-758-580-7

integrity might result in fraud-related activities, such

as corruption which highly roams our nation. An

effort to eradicate corruption does not only sentence

the convict but also means of prevention through

system improvement along with character building

and anti-corruption culture from elementary,

secondary until college education.

From studies conducted by KPK (Indonesia Anti-

Corruption Official Committee) 9 (nine) integrity

values are found in creating an anti-corruption

character:

1. Honesty; truthful, no fabrication or fraudulent

to the truth

2. Compassion; appreciative, attentive, and

observant

3. Independence; does not depend on others to

finish their tasks

4. Discipline; abide by the rules and regulations

5. Responsible; trustworthy, bear any

consequences of their actions

6. Hard work; diligent, determined, endurance,

goal setup, principle, self-regulation, bravery,

hardiness, perseverance and never giving up

7. Humble; not wasteful, fulfilled needs with

own capability

8. Bravery; focus to achieve the goal

9. Justice; fair and neutral

(http://aclc.kpk.go.id)

Corruption is listed as extraordinary crimes

because it affects several aspects of life. Capturing

and sentencing the perpetrator proved inadequate to

eradicate massive and systemic corruption. Surely to

improve the efficiency and effectiveness to eradicate

corruption, all stakeholders in the nation must be

deployed. Therefore, the learning process to enforce

anti-corruption values in every educational stage

needed all public elements to be involved to

understand, be aware, and be sure of anti-corruption

studies along with implementation in the classroom,

school, and the neighborhood.

Youth or teenagers are the future generations that

hold important roles in society. Teenagers are

expected to be the leading agent of anti-corruption to

build a prosperous society free of corruption.

Nevertheless, we can see many problems currently

affecting the state of Indonesia are in the field of

education, the problem is mainly due to the lack of

character owned by students. Entering the digital era,

youths are focusing most of their time to interact with

technology. It becomes worse in Covid-19 pandemic

when direct interaction decreases, which is important

to build character. Therefore, this will be quite the

challenge for parents and school to develop character

values for teenagers who are in the stage of

identifying themselves that will be adopted to the next

development stage. Hence, there must be an attempt

to restore the school as the locomotive to reinforce the

anti-corruption culture in the long run.

Secondary educational stages such as High

school, where the students are in their developmental

stage, need a particular approach through their peers

to internalize those integrity values. OSIS (Student

body) is one of the organizations that can be used to

transmit those integrity values to their peers. And for

that matter, conducting an anti-corruption guidance

program to develop the student body members'

integrity is one way to prevent corruption.

Corruption eradication must be done in many

ways and approaches. In that case, the role of a

university is essential with involving scholars and

the academic community, such as school,

universities might play an important role in

preparing the youths to hold integrity and anti-

corruption values throughout their lives.

And for that matter, this research tries to

implement anti-corruption guidance sessions

through guidance, FGD, case study, and presentation

through movies and posters, along with an action

plan to develop integrity values to students, so that

they will become an anti-corruption individual. This

research is conducted in a public senior high school

in Garut - Indonesia, which is one of the pilot

schools in the Giriawas area. This school needs to

prove itself to be a pilot school, one is related to the

anti-corruption program. Through initial interviews

with randomized students, there are traces of fraud

in students such as cheating in a test, document

forgery, et cetera. Through these guidance sessions.

Researchers would like to examine the effectiveness

of anti-corruption guidance given by schools as an

attempt to develop students’ integrity values.

Based on the background, this research was

conducted with the aim of instilling and building

character values with integrity through the guidance

program. The research question: Is an anti-

corruption guidance program through lecturing,

FGD, case studies, presentation about movies,

posters, and action plan could be effective to develop

student’s integrity values?

Through this research, it is hoped to be an attempt

to uphold the anti-corruption culture and as an

alternative that can be developed in high school or

equivalent educational stages to spread integrity

values on the future generations.

ICPsyche 2021 - International Conference on Psychological Studies

2 MATERIALS AND METHODS

This is quantitative research. This research

experiment with the one-group pre-post design. In

which the purpose of the design is to determine the

causality within one subject group (Nursalam, 2013).

Group subjects from the students council were given

a questionnaire about the understanding of integrity

values before the guidance, then given the same

questionnaire after the guidance. The questionnaire in

this research retrieves quantitative data. The data are

obtained with the Likert Scale. Furthermore, this

research also uses open-ended questions, observation,

and interviews to consolidate the data on how

effective the guidance given to developing the

integrity values of the participants.

The analysis procedure is to prepare said data,

explore it, and do some analysis to answer the

research questions. Quantitative data is processed

using Paired Sample T-Test which is used to know

the difference in student’s understanding of integrity

values before and after the anti-corruption guidance.

The population sample is the student body

committees of the meant high school. A sample of 30

students were approached and asked to participate in

this research by teachers. The teacher chose the

committee who shows a great involvement in the

guidance, seen from their leisure time and academic

subjects and classes that they are participating in. So,

samples of this research were taken by accidental

sampling.

This is continuous research, where it began with

preliminary research in January 2020. Then the

research continues in April 2020 using various

guidance methods. According to Rahardjo (2014),

anti-corruption education through group guidance is

one of the efforts of a counselor to prevent corrupt

behavior as early as possible. Anti-corruption

guidance services can be in the form of exposure to

various information, discussions and other activities

aimed at providing understanding of the negative

effects of corruption, prevention and eradication of

corruption, as well as the development and

maintenance of anti-corruption behavior.

The various anti-corruption guidance program

used in this school are as follows:

● Preliminary Guidance starts with a Pre-test

questionnaire. Questionnaires consist of how

much understanding the students have regarding

integrity values and their implementation to

develop anti-corruption behavior.

● The guidance next is given by a lecturer who is

KPK anti-corruption counselor with interactive

discussion. The purpose of the guidance is to

increase students’ knowledge and to clarify the

meaning of those integrity values through case

studies, in school, or in everyday situations.

● Beforehand, the students are separated into 5

groups, each group consists of 6 students and 1

college assistant. In this activity, the college

assistants are asked to observe the student’s

actions related to integrity values.

● The activities follow with making a poster for a

selected integrity value by each group. Students

are free to choose which value that they are

going to make into a poster. The poster will be

made from pictures and engaging handwriting.

The students will be provided with stationery

and crayons.

● A poster made by each group will be presented

in front of the classroom. Students work on the

poster of their chosen integrity value example

consisting of moral messages in how to develop

said values. Award is given to the best poster to

motivate them even more.

The preliminary stage was closed by the principal.

They are very pleased with the whole guidance

process and hope that it will continue with various

methods the following days.

Anti-corruption guidance program to develop

integrity values in SMAN 4 Garut students then

continues in April 2020. Starting with collecting and

compiling students' phone numbers that were

involved in the preliminary stage. As the data is

finalized, a WhatsApp group is made to make

communication easier.

Further guidance that was originally planned to be

given directly, must now comply with the covid-19

pandemic situation and is to be done online. More

guidance was done using WhatsApp group and Zoom

Meeting. The continuous guidance is as follow:

● Anti-corruption guidance continues with using a

selected movie by sharing a 20-min long

youtube short film titled ‘#Blessed’ to the

students.The purpose of this activity so that the

students might be able to understand the

meaning of the values through movies. The

activity begins in the WhatsApp group to review

the previous guidance activities that were done

in January 2020. Then the link for the movie was

handed to the group. The movie ‘#Blessed’ was

a winner of the short movie competition held by

KPK. In this movie, there are 9 integrity values

given hence it was picked to be reviewed. After

the movie, students were asked to give

The Effectiveness of Anti-corruption Guidance Program to Developing Integrity Character Values in Adolescent Students of Sman 4 Garut,

Indonesia

comments and gather insight into the movie

about integrity values in discussion sessions.

The students got many insights from that film

related to integrity character values.

● The next activity is Focus Group Discussion

(FGD) about the meaning of each integrity value

and the implementation example in daily

activities. The purpose of this activity is so that

the students are encouraged to think and discuss

a certain case concern to integrity values. It will

enhance their critical thinking. FGD is done in

each group WhatsApp chat accompanied by a

college assistant and researcher. The group

discussion consists of integrity topic values and

their implementation in daily activities.

● Then, lecture and interactive discussion is

scheduled on Sunday, 19 July 2020 through a

zoom meeting, involving 22 students. The

activity begins with reviewing the previous

discussion about integrity values through

lecture, followed by an open discussion about

how they implement those values in their

everyday lives. Students are asked to give out

examples of actions, list them and send them

through the WhatsApp group chat.

● Post-test are then given using Google Form to

make it easier to group data. To calculate this

quantitatively are the various anti-corruption

guidance methods effective to develop their

integrity values or not, a statistical analysis

using SPSS 26 is done using Paired Sample Test

data processor.

● At the end of data collecting, a presentation was

held regarding the implementation done by the

students to try applying integrity values and

develop anti-corruption behavior, the

challenges, their future action plan, and their

testimonial about the various activities they did

in the anti-corruption guidance.

● Whereas, evaluation data consists of challenges

faced in implementing integrity values and anti-

corruption behavior, future action plans, and

testimonials from students.

3 RESULTS AND DISCUSSION

To build a nation we must start with the young

generation. Not only do we need intellectual human

beings, but we need a high level of morale and

integrity. Integrity values consist of honesty,

compassion, independence, discipline, responsibility,

hard-working, humble, bravery, and justice values.

All school residents, including the principal, teachers,

educators, students, even security need to be someone

with integrity. A school needs to be an honest zone,

full of integrity, where deceitful behavior is

intolerable. School residents will have to try together

to embed those integrity.

Values in or outside of the classroom. Therefore,

there is a need for an effort to embed integrity values

in all the school residents. One of which is through

anti-corruption guidance to develop those values. In

this research, we will be more focused on the student

body committee as a role model to other students.

Pre and Post-test are given using Google Form to

make it easier to group data. To calculate this

quantitatively are the various anti-corruption

guidance methods effective to develop their integrity

values or not, a statistical analysis using SPSS 26

is done using Paired Sample Test data processor.

The result as follow:

Table 1: Paired Samples Statistics.

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 Pretest 63.57 30 4.166 .761

Postest 69.33 30 7.145 1.305

Table 2: Paired Samples Correlations.

N Correlation Sig.

Pair 1 Pretest &

Postest

30 .502 .005

Table 3: Paired Samples Test.

Pair 1

Pretest - Postest

Paired

Differences

Mean -5.767

Std. Deviation 6.207

Std. Error Mean 1.133

95% Confidence

Interval of the

Difference

Lower -8.084

Upper -3.449

T -5.088

Df 29

Sig. (2-tailed) .000

ICPsyche 2021 - International Conference on Psychological Studies

The significant value is 0.000 < 0.05 so it can be

concluded that there are different understandings

before and after the guidance occurred. From the

mean value, before it was 63.57 and after it was 69.33,

so the mean also increases. Therefore, it can be

concluded that there is an increase of integrity value

understanding after the anti-corruption guidance.

In the SPSS output, it was stated that the

correlation value is 0.502, where that value indicates

that the correlation between student understanding

before and after guidance is moderate.

Based on the quantitative data, it can be concluded

that anti-corruption guidance is effective in

increasing the integrity, values, understanding and

development of the students in this high school. The

guidance is given by a lecturer, who is a KPK anti-

corruption counselor. It’s held with an interactive

discussion.

When the guidance occurs, compassion and

integrity value was seen from the participants. They

were paying attention to the course given and

appreciate the counselor who’s speaking. The

activities follow with making a poster for a selected

integrity value by each group. Students are free to

choose which value that they are going to make into

a poster.

Within the process, students are seen to indicate

appreciative integrity value. They are helpful to one

another while making the poster for each of their

groups. The researcher gave them motivation and

reinforced to them that what they have done in this

activity shows that they have those values and will

need to implement them to more things in their daily

activities.

Anti-corruption guidance continues with using a

selected movie by sharing a 20-min long youtube

short film titled ‘#Blessed’ to the students.

In this movie, there are 9 integrity values given

hence it was picked to be reviewed. After the movie,

students were asked to give comments and gather

insight into the movie about integrity values. The

discussion was done in the group, as the online

media for students are limited.

The activity follows is Focus Group Discussion

(FGD) about the meaning of each integrity value and

the implementation example in daily activities.

Based on the discussion, students realized that

some of them have not implemented those values in

their everyday lives. Some would still cheat on

exams, even though they know that it defies the

honesty value. For the appreciative value, they

express that the Student body committee has raised

funds voluntarily for the flood in Jakarta, whether it

was through donations by money or wearable

clothing. They also propose that if a student is in a

need of help, they will do their best to help them.

For the responsibility value, there are some

examples of irresponsibility traits that are quite

common on school grounds, that they tend to come

late, not only for students but teachers included as

well, so it was then modeled again by the students.

In the student body committee, some abuse their

power or position in the committee by getting what

they want using their position as an excuse, or boss

their team members to do their task and not doing

anything. For independence, some students already

applied it very well. Such as preparing schoolwork,

uniform, and going to school by themselves.

For the humble value, the students said that they

are rarely influenced by their classmates with many

treats to buy and enjoy or buying branded items. For

bravery, some are not specified, but they did set an

example for the bravery value on school grounds. In

some cases, the students are brave enough to tell the

teacher if someone is cheating on a test. Students are

also brave to decline actions or favors if they don’t

line up with their values or beliefs.

For the bravery value, the students can determine

that being brave is the feeling to do something, that

is facing their fear. Bravery to them is to decline

things that contradict their values, and standing in

front of the classroom to either give speech, ideas,

opinions or even express themselves and their

emotions.

In the discipline value, students grasp that the

meaning of this value is to adhere to rules and

regulations. For example, they should be disciplined

to eat on time, get enough sleep, discipline on-screen

time (using their phones), wearing uniforms, etc.

One more implementation is they are disciplined to

use the time they have to have committee meetings

and schoolwork, especially when they are in the

student body committee or MPK (Class Consultant).

The next activity begins with reviewing the

previous discussion about integrity values through

lecture, followed by an open discussion about how

they implement those values in their everyday lives.

Students are asked to give out examples of actions,

list them and send them through the WhatsApp

group chat.

The Effectiveness of Anti-corruption Guidance Program to Developing Integrity Character Values in Adolescent Students of Sman 4 Garut,

Indonesia

Table 4: Coding Results.

1. Honesty:

No. Behavior Total

Res

onse

1. S

eak honestl

2. Being honest 3

3. Admit wrong doing 2

4. Tell a little white lie sometimes 5

5. Honest online transaction 1

6. Being truthful to parents about

whereabouts

2. Compassion:

No. Behavior Total

Response

1. Fundraising for the need 8

2. Condolences to grieving friends 3

3. Helping others in need 6

4. Fundraising for a cause 1

5. Support local business 1

6. Pay a visit to a sick friend 1

7. Feed a stray 3

3. Independence:

No. Behavior Total

Response

1. Make own be

2. Wash own clothes 5

3. Doin

chores 3

4. Work for allowance 2

5. Do homewor

6. Cook foo

7. Solve proble

8. Not depending to others for trivial

matters

9. Ironin

clothes 1

10. Pay school fees with savings 1

11. Clean own shoes 1

12. Clean used items 1

4. Discipline:

No. Behavior Total

Res

onse

1. Goin

home on discussed time 11

2. Follow uniform regulations 3

3. Waking up on time 3

4. Doing chores 1

5. Follow rules and regulation 2

6. Doin

errands on schedule 1

7. Doin

home-work the da

before 1

8. Be on time when a

reed to meet 1

9. Go to sleep on time 1

10. Arrive to school on time 1

11. No Littering 1

5. Responsible:

No. Behavior Total

Response

1. Accept consequences for actions 5

2. Deliver entrusted message 6

3. Do entrusted assignments 1

4. Liability 5

5. Taking care of younger sibling 1

6. Taking care of health 1

7. Responsibility as a member of

citizen

8. Apologize to a friend 1

6. Hardworking:

No. Behavior Total

Response

1. Saving money 10

2. Study hard at school 5

3. Work for allowance 3

4. Finish started assignments 2

5. Do business deal with friends 1

6. Help parents 1

7. Humble:

No. Behavior Total

Response

1. Consume what you have 8

2. Prevent excess spending 2

3. Prioritize needs not wishes 3

4. Accepting current condition 7

5. Using comfortable clothes 2

6. Not following every trend 1

8. Bravery:

No. Behavior Total

Response

1. Public Speech 9

2. Call out someone wrongdoings 2

3. Making decision 2

4. Break up fighting friends 1

5. Ask a question 2

6. Express opinion 5

7. Responsible of own actions 1

8. Apply behavioral change for the

better

ICPsyche 2021 - International Conference on Psychological Studies

Table 4: Coding Results (cont.).

9. Justice:

No. Behavior Total

Response

1. Equally give things to siblings 4

2. Treat friends equally 10

3. Will befriend anyone, with

recaution

4. Not picking sides in a fight 1

5. Equally share allowance with

siblin

6. Takin

care of famil

uall

7. Call out wrongdoings when

necessar

8. Punish sibling inappropriate

ehavio

9. Not picking sides based on

osition

From the data above, we can conclude that

students have applied some actions and behaviors that

reflect integrity values and develop anti-corruption

behaviors. The nine values of integrity are honesty,

compassion, independence, discipline, responsibility,

hard-working, humble and justice are applicable in

student’s daily activities. This is highly important for

the young generation as the future nation to build the

nation with a safe, just, prosperous society.

At the end of data collecting, a presentation was

held regarding the evaluation data that consists of

challenges faced in implementing integrity values and

anti-corruption behavior, future action plans, and

testimonials from students.

From the challenges stated by the students in the

presentation, most challenges come from external, the

lack of support from family, friends, and society.

Social support also becomes a motivation for the

students to develop integrity values. So to develop an

anti-corruption culture in society is one of the ways

we can help develop integrity values in our society,

nation, and country. The results of this study are in

line with the research conducted by Muwardi (2019),

conducted that “There is a positive and significant

influence on the family environment anti-corruption

behavior of students at SMAN 1 Karanganyar,

Kebumen Regency - Indonesia". These results

indicated that the better environment family makes

better the anti-corruption behavior of students. If the

environment in their family is worse, that will make

them lack the anti-corruption behavior of these

students. Anti-corruption character guidance in the

family is influential against the anti-corruption

character of adolescents. Behavior is also shaped by

the human environment, in particular family

environment (Purwanto, 1998: 13-17). Then it can be

concluded that anti-corruption behavior is influenced

by the environment.

Based on their future action plans, they are highly

motivated to make some changes towards themselves

first, then maybe to a circle of friends, then move to a

bigger society.

Then from the testimonial of the students,

regarding the anti-corruption continuous guidance for

6 months, it found that the students get many benefits

from participating in the guidance program and

committed to some alteration to their behavior that is

parallel with integrity values while also developing

anti-corruption behaviors in their daily activities. It’s

related to research of Atmadja (2015), conducted that

habitualization is necessary to create an anti-

corruption generation; and anti-corruption guidance

is one of the efforts to prevent corrupt behavior as

early as possible (Rahardjo, 2014).

4 CONCLUSIONS

From the statistic analysis done by SPSS 26, from the

significant value 0.000 < 0.05 and also the difference

between the mean value from pre and post

questionnaire, it can be concluded that there is a

significant difference between the integrity values

understanding of SMAN 4 Garut - Indonesia before

and after the anti-corruption guidance various

methods. In the SPSS output, the correlation value is

0.502, where it means that there is a moderate relation

between students’ understanding and anti-corruption

guidance. So in conclusion, the anti-corruption

guidance given to the participants is effective to

develop their understanding of integrity values.

From other various guidance methods such as

lecture, FGD, case studies, movie watching, creating

posters and presentation, qualitative data was

gathered through a questionnaire, open-ended

questions, observation, and interview, that the

students had applied some of the integrity values and

develop anti-corruption behaviors in their daily lives.

This is mandatory for the young generation to build

the future as a secure, just, and prosperous society.

However, in their practice, students also face

some challenges in developing said values, mostly

due to a lack of external support, such as from parents,

friends, even society. Therefore, we need a supportive

society if we wish to have the integrity values, and

anti-corruption culture to embed into the young future

generations.

Based on their future action plan, students are

highly motivated to make alterations so that they will

The Effectiveness of Anti-corruption Guidance Program to Developing Integrity Character Values in Adolescent Students of Sman 4 Garut,

Indonesia

apply more integrity values and develop anti-

corruption behavior more into their daily lives. As for

the testimonials, many participants found the

guidance useful with lots of benefits. And they will

commit to reinforce integrity values and develop anti-

corruption behavior in their daily activities from now

on.

As for suggestions. Theoretically, the next

research should involve students more and uses more

varied methods; need to focus on making a guideline

for anti-corruption guidance so it can be applied to all

High School (SMA), and make sure all research

sample to participate in all of the stages of the

guidance, so the effectiveness of the program is

determined. Practically, for this high school, continue

developing events or actions to develop integrity

values, and implementing integrity values in daily

activities; as for society, kindly raise awareness to

always decline corruption practices and create an

anti-corruption culture and keep developing integrity

values in daily lives as a citizen and as a nation.

In conclusion, both quantitative and qualitative

data stated that anti-corruption guidance is effective

to develop integrity issues of adolescents, however

future research might be required.

ACKNOWLEDGEMENT

The author gratefully acknowledges the services and

facilities by the Research and Public Service of Al-

Azhar Indonesia University (LP2M UAI).

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