Teacher Engagement in Education as Sustainability: Integrating Anti-Corruption Values into Learning in Remoted Areas Monica Tiara, Maria Montessori, Azwar Ananda, Irwan
Universitas Negeri Padang
Abstract
This article discusses the implementation of anti-corruption education in Indonesia as a form of sustainable education. The implementation of anti-corruption education currently does not stand alone, but is integrated into all learning materials. The integration is carried out by developing knowledge, skills and emphasizing character formation through the development of anti-corruption ethics and values. This is a mix method research with a Sequental Exploratory Design model. The findings of the study indicate that the integration of anti-corruption education has different characteristics from Pancasila education. In anti-corruption education, teachers are required to be able to ^empower^ students to be involved in prevention efforts so that they do not become actors of corruption. Meanwhile, in Pancasila education learning, anti-corruption becomes part of the discussion of Pancasila values with an abstract concept of values. This integration has implications for students^ difficulty in connecting the concept of values taught by teachers with the reality so that students assume that these values are only limited to prohibitions without being interpreted holistically. For this reason, through this study it was found that the involvement of teachers in education as a continuation in the integration of anti-corruption education lies in the teacher who must be a role model amidst the limited facilities and learning resources obtained by students in remoted areas.
Keywords: teacher engagement, education as sustainability, anti-corruption education, Pancasila education, school in remoted areas
