ANTI-CORRUPTION LEARNING MODEL AMONG PRE-SCHOOL CHILDREN

ANTI-CORRUPTION LEARNING MODEL

AMONG PRE-SCHOOL AGE CHILDREN[1]

 Jetty. M. Patty

 

Introduction.

The problem of corruption in Indonesia (collusion and nepotism are part of corruption) has now become an octopus in the government system. Corruption cases that occur in institutions and departments (the Hambalang case in the Ministry of Youth and Sports, the beef import quota bribery case in the Ministry of Agriculture, the corruption case of driving license simulators (SIM) in the Indonesian Police Traffic Corps, the Rp 6,7 trillion bailout scandal at Bank Century), are a reflection of the rotten governance in this country.

This phenomenon has resulted in significant state losses. Funds that should have been earmarked for development in all areas (economic, social, cultural, legal, and political) have been partially funneled into the pockets of corruptors. This phenomenon also deprives the public of their well-being. High poverty rates, low levels of education and health, and poor public services demonstrate the consequences of corruption.

Various forms of corruption can be put forward, including bribery, embezzlement (embezzlement), fraud (fraud), extortion related to abuse of authority (abuse of discrimination), position (extortion) nepotism, commission received by public officials in connection with business (illegal commission), and illegal monetary contributions to political parties.

Corruption is a serious problem because it can endanger the stability and security of society, damage democratic values ​​and morality and endanger economic and socio-political development, so it needs to receive attention from the government and society as well as social institutions.

One way to curb the high rate of corruption is through prevention. Prevention efforts must be implemented as early as possible, starting with children. One crucial issue that must be addressed in corruption prevention efforts is instilling anti-corruption education among pre-school children.

Anti-corruption education is provided for pre-school children, considering that children at this age already have a foundation of moral attitudes toward their social groups (parents, siblings, and peers). Through experiences interacting with others, children will learn to understand which activities or behaviors are good, permissible, acceptable, or bad, prohibited, rejected, or disapproved. Based on these experiences, children must be trained or accustomed to how they should behave.

Anti-corruption education should be implemented through the application of learning models that can shape children's personalities and character related to anti-corruption. Good and appropriate learning models will shape children's morals, leading them to become the next generation of anti-corruption, well-behaved, and honest citizens. Conversely, if the anti-corruption learning model provided to pre-school children is not appropriate for their character, anti-corruption education among these children will fail. Thus, the Indonesian nation will continue to produce a generation of corrupt individuals throughout their lives, ultimately becoming a culture that is difficult to eradicate.

Based on the background above, the problem to be discussed next is what anti-corruption learning model can be provided to pre-school age children.

 

Discussion

Corruption is a highly complex crime. From a political perspective, corruption is a disruptive factor that undermines and diminishes the credibility of the government, especially among educated people. From an economic perspective, corruption is a factor contributing to a high-cost economy that is highly detrimental to the state and society. From a cultural perspective, corruption undermines the morals and character of the Indonesian nation, which holds noble values. The complexity of corruption can be seen in the definition of corruption itself, namely:   

1. Enriching oneself or another person or an organization which is directly or indirectly known or reasonably suspected to be detrimental to state finances or the state economy.

2. Benefiting oneself or another person or an organization by abusing authority due to a position or position which can directly or indirectly harm state finances or the state economy.

3. Certain crimes in the Criminal Code concerning public power, development work, embezzlement, extortion related to office.

4. Giving gifts or promises to civil servants in view of the power or authority attached to their position or position.

5. Failure to report after receiving a gift or promise to the authorities within a short time without a reasonable reason in connection with an official crime.

Corruption in Indonesia is already an extraordinary crime, having penetrated all state institutions and all sectors, from the regional to the central government. In fact, corruption has become a transnational phenomenon, requiring serious attention from the government and the public.

Attention to the crime of corruption needs to be directed to what are the factors causing the emergence of corruption in Indonesia, so that from that reason, prevention can be made against corruption. Some of the causes of the emergence of corruption are the lack of awareness of instilling anti-corruption values ​​​​from an early age, the decline in the moral values ​​​​of citizens, the non-optimization of corruption prevention through education, the problem of corruption is only handled repressively by trapping corruptors in prison, while preventive efforts through education are not optimal. From the factors causing the emergence of corruption above, one of the steps that must be taken is to provide anti-corruption education as early as possible starting from pre-school education or what is known as early childhood education (PAUD) through non-formal education channels (playgroups, playgrounds, childcare centers, children's reading gardens,), kindergartens are a path to school and education in the family.

The aims of anti-corruption education given to children are:

1. To provide a comprehensive understanding of corruption to children, parents and teachers.

2. So that children in the future will not engage in corruption because it can harm other people, and corruption has become a mental illness.

3. As an early prevention or preventive effort against the dangers of corruption and to create an anti-corruption culture starting from education at home and school.

4. Educate children as the next generation of the nation who have honest character.

5. Educate children to have a lifestyle that is full of responsibility and be careful in both words and actions.

6. As a real ahklaq education effort in the lives of pre-school age children at home and at school.

Children aged 2-3 years are known as toddlers (anal muscular). At this age, children are still shy and hesitant. Meanwhile, children aged 4-5 years are known as preschoolers (genital locomotor). At this age children are starting to have initiative and feel guilty.  

Children are the next generation of the nation's ideals, as human resources (the nation's future potential). To shape the current anti-corruption generation, we must start by building the character of pre-school children as early as possible. Building character (character building) means the process of carving or sculpting the soul in such a way that it is unique, interesting and different or can be distinguished from other people.

To shape the souls of pre-school-age children into characters with good moral values, an appropriate character-building model is needed. The model used to shape children's character is through learning models. This learning model will be provided to children both within the family and at school (playgroups, playgrounds), and kindergartens.kindergarten)

Learning models that build anti-corruption character that can be given to pre-school age children in the form of developing religious and moral values ​​include:

1. Children are taught to pray before and after carrying out activities according to their beliefs,

2. Do good to all of God's creatures,

3. Carry out religious activities according to the rules according to one's beliefs,

4. Be honest (children are taught not to lie/cheat)

5. Saying what is right and wrong about a problem (children are taught to be fair in defending friends)

6. Showing right and wrong actions,

7. Mentioning good and bad deeds, (children are taught that stealing or taking other people's belongings is not good)

8. Doing good deeds while playing (children are taught not to take their friends' toys, they must ask permission if they want to borrow their friends' toys).

9. Always say thank you when you get something.

10. Live a frugal lifestyle (own water, electricity, equipment)

11. Do useful activities when needed,

Anti-corruption education can be provided by parents to pre-school age children in the family environment through learning models, namely: 

1. Do not give material rewards, but give moral rewards. Parents or educators can differentiate between giving rewards and bribing or bribery. Bribes are something given to persuade or influence children to do a certain action. This is not good because: children will be encouraged to behave in a certain way if they are paid and do not train children's self-discipline, children are not responsible for their behavior, children will not do the desired action if they consider the amount of the reward is not enough, children will always seek profit. Giving moral rewards given to children such as praising and flattering them in front of others, kissing them, using sentences that provide encouragement, for example "thank you" very good "smart.

2. Do not give excessive punishment that can cause poison for children. But give punishment that can be medicine for children. The function of punishment has a very important role in children's education, namely: eliminating the repetition of an undesirable action, educating children to better understand the rules if they do not make a mistake they will get punished and not if they do not make a mistake, so that children feel encouraged or motivated again so as not to make mistakes again.

3. Encourage children to save their money (children learn to manage their finances so they understand the usefulness of saving),

4. Provide a good example or role model for children. (when there are unexpected guests, don't say to your child "tell him that mom/dad isn't there)

5. Provide understanding or correct answers to problems or questions raised by children. Smart children will often ask questions about things they don't yet know, which can irritate adults. Children's questions may sound silly, so parents will answer honestly, or lie to stop the child from asking. Reluctance to answer causes children to receive incorrect and incomplete information, and causes children to be unable to make the right decision if a similar problem arises again.

6. Don't force your child, but continue to motivate them. To quickly resolve problems, many parents take shortcuts by forcing their children to comply with their wishes. A mother forces an older sibling to hand over a toy to a younger sibling who cries because she wants it. However, stopping the crying doesn't solve the problem, but instead creates a new one. The crying becomes a weapon for the younger sibling to achieve their desires, and the older sibling becomes frustrated because their rights have been taken away.

If these learning models are applied properly and appropriately to children, they will develop good character. A nation's education defines its character. Character education instilled early in preschool children in Indonesia through the aforementioned learning models will be beneficial in developing an anti-corruption Indonesian character. As the saying goes, "small as you grow, you grow up as you grow up." This proverb implies that if a child is not properly educated in character (mental and moral) from a young age, they will grow up without good character. Conversely, a child whose character is properly nurtured from a young age will grow up with good character.

By introducing anti-corruption learning models to pre-school children as early as possible, we can shape them into individuals with an anti-corruption spirit. Children will become the nation's next generation, possessing the potential for human resources, characterized by honesty, responsibility, and good morals. This anti-corruption spirit fostered by the nation's next generation can help dispel the stigma of Indonesia as a country with one of the most widespread levels of corruption in the world, placing Indonesia as the champion of corruption in Asia. Indonesia's ranking in 2012 was lower than that of other Southeast Asian countries.

The launch of anti-corruption education issues included in the early childhood education (PAUD) curriculum or pre-school children through a character education learning model has been implemented since June 2012 by the Ministry of National Education (Kemendiknas) and the Corruption Eradication Commission (KPK), and is expected to be implemented to children. The government also needs to pay attention to socializing the anti-corruption education curriculum through a character education learning model that supports anti-corruption education for educators and parents. Because according to the author's assessment, not all levels of early childhood education (PAUD) implement character education, this is because educators have not received socialization of the anti-corruption education curriculum, for example, only three public kindergartens in Ambon city whose teaching staff participated in the socialization of the anti-corruption education curriculum. The delay in socializing the anti-corruption curriculum clearly has an impact on the slowness of corruption prevention.

 

Conclusion

Corruption can actually be eradicated through prevention. This prevention is achieved through anti-corruption education provided to early childhood or pre-school age children by providing learning models on character building that can shape morals and lead to anti-corruption behavior. Providing learning models to early childhood can prevent corruption later in life. Building the character of the nation's generation against corruption as early as possible is a shared responsibility. The government, educators, and parents must ensure that anti-corruption education can be effectively implemented.

 

Reading List

 

Andi Hamsah, 2005, Eradication Corruption Through National and International Criminal Law.

Leden Marpaung, 2001, Criminal Acts of Corruption, Eradication and Prevention,

Edi Sesiadi & Rena Yulia, 2009, Economic Criminal Law.

Suryadi, 2007, Effective Ways to Understand Early Childhood Behavior.

Soematri Padmonodewo, 2003, Preschool Children's Education.