Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Integritas: Jurnal Antikorupsi Lembaran Ilmu Kependidikan
Zulaiha, Aida Ratna
Unknown Affiliation
Education Law, Crime, Criminology & Criminal Justice

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Philosophy of ontology, epistemology, and axiology of anti-corruption education Zulaiha, Aida Ratna
Integritas: Jurnal Antikorupsi Vol. 11 No. 1 (2025): INTEGRITAS: Jurnal Antikorupsi
Publisher : Komisi Pemberantasan Korupsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32697/integritas.v11i1.1425

Abstract

Corruption in Indonesia is a serious offense with widespread social and economic impacts. Consequently, anti-corruption education (PAK) is crucial in shaping individual integrity from an early age. This article examines the philosophy of anti-corruption education by exploring its fundamental values, implementation methods, benefits, and objectives through the lenses of ontological, epistemological, and axiological educational philosophy. The research employs a qualitative literature review approach to analyze relevant theories, existing policies, and empirical studies. Findings indicate that, from an ontological perspective, PAK focuses on character development centered on ten integrity values: honesty, responsibility, fairness, trustworthiness, courage, discipline, empathy, perseverance, independence, and respect, which constitute the essence of character education. Epistemologically, the implementation method of PAK involves integrating anti-corruption values into the learning curriculum, alongside the development of an integrity-based educational ecosystem that encompasses individuals within the ecosystem and the governance of educational institutions. From an axiological perspective, PAK aims to cultivate a culture of "refusing to engage in corruption," ensuring that individuals not only understand the concept of corruption but also develop a strong commitment to avoiding it. This research also encourages PAK to be implemented through a structured, gradual, and sustainable curriculum aligned with moral development stages, involving all actors within the educational ecosystem to effectively achieve PAK’s goal of fostering an integrity-driven, anti-corruption generation.
A Comparative Study of Indonesian and South Korean Anticorruption Education Curricula Zulaiha, Aida Ratna; Johan, Riche Cynthia
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : LPPM Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.17037

Abstract

Anti-corruption education (ACC) has become an important part of the national education system in both Indonesia and South Korea, with the aim of building a generation with morality and integrity. This study aims to compare the PAK curriculum integrated in moral or character education in the two countries, by examining the education system, cultural background, values promoted, curriculum, learning methods, and pedagogical innovations that contribute to the integrity of students. This research uses a qualitative approach with a literature-based comparative study method, analyzing official government documents, academic journals and previous research. The analysis method refers to the Comparative Education Research Center (CERC) framework which includes education system, culture, values, curriculum and pedagogical innovation. The results show that moral education in South Korea has been a mandatory part since 1973, with the integration of anti-corruption values supported by the Anti-Corruption and Civil Rights Commission (ACRC). Meanwhile, in Indonesia, character education based on Pancasila values has been implemented since the beginning of independence and developed until the Independent Curriculum era with the support of the Corruption Eradication Commission (KPK). Both countries use a project-based approach and intersectoral collaboration in the implementation of PAK, with pedagogical innovations tailored to the local context. Integrating anti-corruption values into the education system has proven to be an effective strategy in building a generation with integrity.
Co-Authors Johan, Riche Cynthia