THE CONCEPT OF INTEGRATION OF ISLAMIC LAW IN ANTI-CORRUPTION
F. Design of Islamic Law Integration in Anti-Corruption Education 1. Curriculum Model
2. Anti-Corruption Education Materials
a. Anti-Corruption Education Materials in Madrasas/Schools According to Rochmat Wahab,346Among the materials contained in Islamic education, the focus of dealing with corruption should be more directed at deepening and cultivating aqidah, in addition to increasing mastery and ownership of akhlaqul karimah. With the mastery of aqidah, each student in his behavior is more controlled and guided by the spirit of monotheism. Thus avoiding other gods, which in the end can avoid all forms of corrupt behavior, because the spirit of honesty (shidiq) has been internalized in him. Apart from that, the conditioning of akhlaqul karimah for each individual is very important and strategic, because the possession of noble character can avoid actions that are detrimental to themselves and others, both in the form of minor corruption (in the form of time corruption) to major forms of corruption (in the form of money corruption). , position,
In the Guidelines for the Implementation of Anti- Corruption Education in Madrasas347it is stated that the subject matter of Anti-Corruption Education covers cognitive, affective and psychomotor aspects. The cognitive aspect provides students with knowledge and understanding about the dangers of corruption, so that they will have a high commitment to efforts to eradicate corruption. The affective aspect will correlate with the formation of attitudes, awareness, and beliefs that anti-corruption must be carried out in various fields of people's lives. While the psychomotor aspect will provide skills and behavior to students how to recognize corruption, avoid and prevent corruption. All of these educational activities will provide students with experience on the importance of developing attitudes, behaviors, and habits that are oriented towards honesty.
Currently, students are so crowded with the abundance of subjects that must be studied and tested. It is feared that students will be trapped in the obligation to study anti-corruption curriculum materials. It could be that what will emerge is hatred
346 Rochmat Wahab, Islamic Education for Combating Corruption, Article discussed in the I'tikaf Ramadlan XXIII (PIR XIII) Recitation at the Budi Mulia Islamic Boarding School, on October 30, 2005, 3.
347 Ministry of Religion, Guidelines for the Implementation of Anti-Corruption Education, 19-22.
and antipathy on anti-corruption subjects. Instead of understanding and awareness of anti-corruption.
Integration through material development is carried out by highlighting, sharpening, deepening, or expanding learning materials related to certain anti-corruption values and behaviors according to the level of intellectual development of students at each level of the madrasa. Thus, certain anti-corruption values and behaviors will be developed differently at the MI, MTs, and MA and MAK levels. Even though they are developed differently, they are still sustainable and sustainable.
In this case, to teach material on Anti-Corruption Education, the Director General of Islamic Education of the Indonesian Madrasah Directorate offers materials that can be studied in madrasas/schools, including:
1) What and where is corruption?
2) Causes of corruption 3) Moral issues
4) Corruption and human rights 5) Fighting corruption
6) Corruption and the market economy 7) Corruption and law
8) Corruption and democratic society 9) Citizens' rights and obligations 10) Clean and authoritative government 11) Good governance.
Meanwhile, another explanation regarding anti-corruption education materials was delivered by Bhayu Sulistiawan.348 He explained, pThe learning process in anti-corruption education is also very significant and dominant is carried out by linking learning materials with currents of practical and actual reality, such as the crime of corruption with its various modus operandi.
As is known, the stagnation of the development of learning materials is caused by the lack of integration of the material with contextual problems. This is made worse by the learning process that runs monotonously and is only oriented to the basis of competence and mastery of conventional materials (subject oriented curriculum).
348 Sulistiawan, Anti-Corruption Values in Islamic Education, 105, 109-114.
Such as material in the science of fiqh, ushul fiqh, and so on, in defining the themes of theft and deprivation of financial- private ownership rights in the teaching of fiqh. In defining the theme, both in the curriculum, syllabus, and RPP or Lecture Program Unit (SAP), it is referred to as theft and deprivation of financial property rights carried out physically, such as robbery (hirabah) or looting on the street (qath'u al -tharîq). Material enrichment has not touched on the forms of confiscation and financial robbery in non-physical mechanisms that are more systemic-communal-contextual and up-to-date, namely the crime of corruption as a symptom of abuse of trust and power as well as a form of white-collar crime to the public. .
Materials on corruption in a broad (international) scope also need to be included in the development of Islamic religious education materials. This is at least based on the many ways used by the international corporatocracy to conquer a developing country, including through brutal means through violence and military force, through pressure and threats of violence. The large number of national assets that have been sold to foreigners indicates how the international corporatocracy also plays the role of corruptors in different ways.
According to Amien Rais349the corporatocracy controls the economy, politics and security defense through what is called state capture corruption or state hijacked corruption, namely corruption that holds the state hostage. State power has 'served' foreign interests and committed the greatest corruption. It is at this point that fiqh material can be developed in the realm of national-international discussions, or it can be called state fiqh.
Integrity or the trust of the leaders of the state is clearly visible in their abuse of the corporatocracy. After all, people's trust cannot be simply mortgaged to foreign parties by selling national assets which incidentally are natural resources for Indonesia. Exploitation of nature is included in the material on how hablum minal 'âlam should be directed to exploration, not exploitation.
In this study, the researcher tries to discuss an integrative-inclusive anti-corruption education model, namely with alternative anti-corruption materials that are integrated in Islamic
349 Ibid., 106.
religious subjects. In addition, it can also be inserted in the subjects of Citizenship Education (PKn) and Social Sciences (IPS).
The three subjects were chosen because they are considered to be very close to anti-corruption education studies which are more oriented towards fostering citizens, inculcating values and morals, as well as efforts to raise awareness for the younger generation of the dangers of corruption for the life of the nation and state. Such as Citizenship Education (PKn) subjects in the KTSP in class II SMP and MTs semester 2 which contain Basic Competencies (KD) which are explicitly written about anti- corruption education.
b. Anti-Corruption Education Learning Materials in Higher Education
In the midst of rooted corruption cases, both small and large cases, this adds to the many problems that must be faced by educational institutions. To deal with the problem of corruption, educational institutions must be able to make breakthrough solutions to prepare a generation that dares to say no to corruption. One way that can be done is for educational institutions to prepare a comprehensive anti-corruption education learning approach. To create a generation of people who have a character that is not corrupt, there are several approaches that can be applied, namely:
5) Student-Centered Learning (SCL) Approach
According to Utomo Dananjaya, the SCL concept has the following indications: a) learning is an active process of students developing their potential, b) active experiences of students must be sourced and relevant to social reality, problems related to professions, related to social problems such as public services and so on, c) in this experience process students get inspired and motivated to be free to take initiative, be creative and independent, and d) the learning process experience is an activity of remembering, storing and producing information, ideas that enrich the abilities and character of students .350
350 Ministry of Education and Culture, Anti-Corruption Education for Higher Education (Jakarta, Director General of Higher Education, Ministry of Education and Culture RI, Personnel Legal Entity, 2011), 8.