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All Journal Indonesian Journal of Geography Cakrawala Pendidikan Jurnal Penelitian Humaniora Imaji: Jurnal Seni dan Pendidikan Seni Autotech: Jurnal Pendidikan Teknik Otomotif Universitas Muhammadiyah Purworejo Jurnal Ilmu-Ilmu Peternakan (Indonesian Journal of Animal Science) Journal of Moral and Civic Education Academy of Education Journal jurnal dikdas bantara Proceeding Biology Education Conference
Sutiyono Sutiyono
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Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

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ANTI-CORRUPTION EDUCATION IN THE FAMILY, COMMUNITY, SCHOOL, AND STATE Alil Rinenggo; Intan Kusumawati; Zaenul Stiyawan; Sutiyono Sutiyono
Academy of Education Journal Vol 13 No 1 (2022): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.93 KB) | DOI: 10.47200/aoej.v13i1.975

Abstract

This writing aims to describe the roles and strategies of the families, communities, schools, and state for anti-corruption education. Techniques for data collection was literature studies. The results of the study show that anti-corruption education in the family, school, community and state must be put into effects together. The role of the families is to educate children by example, habits, and dialogue. The employed strategy is to make use of the religion, society and culture, socialization and education, as well as the economy. People need to learn about corruption to improve the bureaucracy, understand their rights and obligations as smart and good citizens, and fully cooperate and commit. Schools need to design learning modules by developing anti-corruption values, such as core values, attitude values, and work ethic values. The strategy used by the school is to develop an environment-based anti-corruption PPKn learning model through cooperative learning. The state needs to implement a culture of shame in the government, include anti-corruption education in basic to higher education, and formulate social sanctions for corruption.
Analisis Struktural Fungsional: Peran Sekolah dalam Implementasi Nilai Karakter Religius dan Cinta Tanah Air Siswa MI Afkaaruna Islamic School Hidar Amaruddin; Sutiyono Sutiyono; Harisna Hikmah; Greece Mutia; Deviana Shafitri
Journal of Moral and Civic Education Vol 6 No 2 (2022)
Publisher : Jurusan Ilmu Sosial Politik Fakultas Ilmu Sosial Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/8851412622022680

Abstract

Preliminary studies show that MI Afkaaruna Islamic School (AIS) already has a religious curriculum and character education for loving the country, but there are some students who have not explicitly practiced it. The aim of the study was to analyze structural-functional theory and categorize the role of schools in implementing the values ​​of religious character and love for the motherland at MI Afkaaruna Islamic School. Research using descriptive qualitative method. The informants consisted of class I-VI teachers, religious teachers, school principals, religious teachers, and foundation boards. Data collection techniques using in-depth interviews, observation, and documentation. The validity of using the credibility test to test the Structural Functional theory of Talcott Parsons and to examine the role of schools in the implementation of students' religious character values ​​and love for the homeland. Data analysis techniques in an interactive inductive way. Miles and Huberman's data analysis is divided into three paths, (1) data reduction; (2) data presentation; and (3) drawing conclusions. The results of the study show that the role of schools in implementing the values ​​of religious character and love for the homeland of students includes managers, educators and evaluators. As managers, schools (teachers & principals) view all students' backgrounds as equal and provide financial assistance to students who are struggling economically. As educators, schools (teachers & principals) implement religious values ​​through monotheism. As an evaluator, evaluating religious character & love for the country uses two ways, namely the principal and the teacher council to become participatory observers and verify the daily journal. The results and discussion of the research explicitly prove that apart from being an institution that has a structure, schools also have a functional role. The key to a school's success in carrying out the implementation of religious character values ​​and love for the country lies in the latency indicator, which according to Talcott Parson is the process of internalizing and socializing values. Therefore, latency requires habituation and continuity.
Co-Authors Alil Rinenggo Amaruddin, Hidar Deviana Shafitri Edy Kurnianto Greece Mutia Hikmah, Harisna Intan Kusumawati Lusi Susilowati marfu'ah wardani Muhammad Jamaluddin Ma'ruf yamin mile Zaenul Stiyawan