Corruption has become a commodity of public discussion and has become a social epidemic that infects the working mechanisms of bureaucrats and the political and social life of Indonesian society. Various efforts have been made through the rules of legislation. Combating corruption can also be done through formal education channels that can play a role to prevent corruption as a preventive strategy. In this case the students serve as a target as well as empowered as an environmental press to avoid permissive to corruption and together rise up against corruption. This study aims to measure the effectiveness of the implementation of Anti-Corruption Education learning by using Anti-Corruption Module from KPK and through PPKn subjects at primary and secondary education level. The method used is quasi experimental (Quasi Experimental), while the instruments used are the questionnaire, observation, and interview. The study sites were divided based on the modules used in the learning process. First, locations that use KPK Modules are Medan, Jakarta, Yogyakarta, Malang, Banjarmasin. Second, the locations that use PPKn are Palembang, Bandung, Tangerang Selatan, Semarang, and Makassar. The result of analysis shows that the perception, attitude and knowledge of elementary, junior and senior high school students no significant difference between the groups introduced through PPKn and those using the KPK module, except in attitude aspect in senior high school students, the group introduced through PPKn is better than the group which uses the KPK module. Based on the above findings, it is recommended that: 1) anticorruption learning using the KPK and PPKn Modules can be an option for schools to implement them; 2) anticorruption learning through PPKn should be maintained and enhanced; 3) anticorruption learning through the KPK Module can be implemented through two strategies. First, stand alone as one of the subjects. Both are applied through integration on various subjects.
This study aims to analyze the level of effectiveness of social studies learning on the socialization of potential earthquake disasters in the Bandung City Region and its mitigation in Junior High School (SMP) students in Bandung City. The approach used in this study is a quantitative approach, while the method used is descriptive analysis with a survey type with a sample of 194 people determined by proportional random sampling from 3931 students who are in areas prone to earthquakes in the city of Bandung, contained in 14 public junior high schools. The instruments used are observation, questionnaires, and documentation studies. The data analysis technique used descriptive statistics and inferential statistics. Based on the results of the study, it was shown that the effectiveness of social studies learning on the socialization of potential earthquake disasters in the city of Bandung along with its mitigation to the students of public junior high schools in the city of Bandung showed a positive and significant correlation, which had a relationship level of 67.8% with a correlation coefficient value of 0.824 which is included in the category of very strong relationship. The social studies curriculum for junior high schools made a fairly high contribution to disaster education and disaster mitigation, which was 47.4% in the social studies curriculum for junior high schools based on Permendiknas no. 22 of 2006, and 69.2% of the social studies curriculum for junior high schools based on Permendikbud No. 24 of 2016.
This study was to analyze the importance of component utilization of Artificial Intelligence (AI) in learning. This study was acknowledged by the results of a survey to the secondary school education teachers in the Subject Teachers' Association (MGMP) for Citizenship Education field in Cimahi as many as 42 schools and 146 teachers through the Google Form application and 104 teachers responded according to the Krejcie and Morgan tables. The method used in this research was descriptive survey. Based on the survey results, the main findings in this survey were not very encouraging, because most teachers in the learning process were not always even inclined. They sometimes never used technological media, social networks, use current issues, and assigned learning material widely and in depth. Further research on teachers must be able to master technological assiatance in to make the Citizenship Education was more crucial and urgent for students. On the other hand, students must be able to utilize social media in the daily lives. The school should also provide internet access for the continuation of the learning process. Thus, the government must be able to provide internet access for schools in remote areas, so that technology-based learning is no longer a barrier for teachers and students
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