The program, titled “Bukan Sekedar Uang: Memahami dan Melawan Wajah Korupsi dalam Interaksi Sosial” or “Not Just Money: Understanding and Combating the Many Faces of Corruption in Social Interactions,” was designed to bring anti-corruption education closer to students’ everyday experiences.
Corruption Can Begin With Everyday Behavior
The authors argue that corruption should not be understood only as the misuse of money or official authority. In daily social life, behavior such as dishonesty, manipulation, abuse of trust, and prioritizing personal interests can also reflect corrupt tendencies.
The issue is particularly relevant in schools, where students develop habits and values that can influence their future behavior. The article identifies cheating, proxy attendance, dishonesty in group assignments, and breaking school rules for personal benefit as examples of behavior that may conflict with anti-corruption values.
According to the authors from STIE Indonesia Banking School Jakarta, treating these actions as harmless habits can make it more difficult to establish a culture of integrity. Anti-corruption education therefore needs to address not only major corruption cases but also the everyday decisions through which honesty and responsibility are practiced.
The article also connects this issue to broader social trust. When dishonest or unfair practices become normalized, people may increasingly rely on personal connections or informal transactions rather than fair and transparent procedures.
Interactive Education Used To Engage Students
The community service program used a face-to-face educational approach combined with interactive activities. The participants were Grade 11 students at SMA Cenderawasih 1 Jakarta.
The program covered several topics, including:
- The meaning and forms of corruption in everyday life
- Causes of corrupt behavior
- Cheating, proxy attendance, abuse of trust, and unfair behavior
- The social, economic, and moral consequences of corruption
- The role of young people in preventing corrupt behavior
- Practical ways to strengthen honesty, transparency, responsibility, and social awareness
Rather than relying solely on lectures, the team incorporated games, presentations, examples of everyday cases, educational videos, discussions, and an online quiz. The activity began with an interactive game designed to attract students’ attention before the main educational material was delivered.
The quiz then tested students’ understanding of corruption, everyday corrupt behavior, its consequences, and prevention strategies. Students who performed well received prizes as an additional form of motivation.
Students Showed Greater Understanding of Anti-Corruption Values
The evaluation indicated that the participating students were able to understand the basic concept of corruption, recognize forms of corrupt behavior in everyday situations, and identify the importance of applying anti-corruption values at school.
The authors also reported increased understanding of integrity, honesty, responsibility, discipline, and compassion as values that can help prevent corrupt behavior from an early age.
The article does not provide a numerical percentage or statistical comparison of students’ scores before and after the program. Instead, the evaluation was based on quiz results, student participation, and their responses to the educational material. The reported findings therefore describe the observed educational outcome rather than establishing a quantified causal effect.
The researchers also observed strong student participation during the interactive activities. Games and quizzes encouraged students to focus, answer questions, express their opinions, and engage with the material.
Anti-Corruption Education Starts With Daily Choices
The findings have practical implications for schools and educators. Anti-corruption education can be connected to situations students encounter every day rather than being presented solely as an abstract discussion about criminal law or government institutions.
For example, students can practice integrity by completing examinations honestly, attending classes without asking others to sign for them, taking responsibility for group assignments, following school rules, and refusing to participate in dishonest behavior.
The approach used by the STIE Indonesia Banking School Jakarta team also demonstrates the potential value of interactive learning. Games, discussions, videos, and quizzes can make ethical issues more concrete and give students opportunities to apply concepts to familiar situations.
Edi Komara and his co-authors from STIE Indonesia Banking School Jakarta emphasize, in substance, that anti-corruption character building needs to begin at an early age and be practiced across everyday environments, including schools, families, and wider society. Their program presents integrity not simply as a principle to understand, but as a value that students can apply through daily behavior.
Building Integrity Before Corruption Becomes Normalized
The program at SMA Cenderawasih 1 Jakarta highlights a preventive approach to corruption. Instead of waiting until corrupt practices become serious violations, education can help young people recognize problematic behavior while they are still developing their personal and social values.
For schools, this means anti-corruption education can be integrated into practical activities that encourage honesty, discipline, responsibility, fairness, and courage to reject inappropriate behavior.
The researchers conclude that the combination of educational presentations, interactive discussions, games, and online quizzes created an active learning environment and helped students understand the importance of integrity and responsible behavior.
Author Profile
Edi Komara — STIE Indonesia Banking School Jakarta; corresponding author.
Valendra Desilva — STIE Indonesia Banking School Jakarta.
Yehezkiel William Rassi — STIE Indonesia Banking School Jakarta.
Agus Rizky Pandapotan Siagian — STIE Indonesia Banking School Jakarta.
Najla Aqilah — STIE Indonesia Banking School Jakarta.
The source article identifies the authors and their university affiliation but does not provide their academic degrees or individual fields of expertise. Those details have therefore not been added or inferred.
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