THE CONCEPT OF INTEGRATION OF ISLAMIC LAW IN ANTI-CORRUPTION
A. Directions and Principles of Islamic Law in Anti-Corruption Education
A. Directions and Principles of Islamic Law in Anti-Corruption Education
In principle, an educational process will not achieve the target to be achieved if it does not have a clear orientation direction, even with anti-corruption education. To understand the direction of the orientation of anti-corruption education, as stated in Law No. 20 of 2003 concerning the National Education System regarding the basis, functions, and objectives, it is stated that: "National education is based on Pancasila and the 1945 Constitution of the Republic of Indonesia." Whereas in article 3 it is stated:
National education functions to develop capabilities and shape the character and civilization of a dignified nation in the context of educating the nation's life, aiming at developing the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent. , and become democratic and responsible citizens.
While in Chapter III article 4, it is stated that the principles of implementing anti-corruption education are:
1. Education is held in a democratic and fair manner and is not discriminatory by upholding human rights, religious values, cultural values, and national pluralism.
2. Education is organized as a systemic unit with an open and multi- meaning system.
3. Education is held as a process of civilizing and empowering students that lasts a lifetime.
4. Education is held by setting an example, building the will, and developing the creativity of students in the learning process.
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5. Education is held by developing a culture of reading, writing, and arithmetic for all citizens.
6. Education is organized by empowering all components of society through participation in the implementation and quality control of educational services.296
From the law, the direction and orientation of anti-corruption education is implied in the functions, objectives and principles of education. First, the basis of education, the implementation of anti- corruption education must refer to Pancasila and the 1945 Constitution, because these two bases are ideology, philosophy and sources of rules that contain noble values and rules for the life of the nation and state. If an Indonesian citizen commits corruption then he is an Indonesian citizen.
Because in essence, when he actually lives his life based on these two principles, it is impossible for him to commit corruption. Corruption is an extraordinary crime and is not in accordance with the values and culture of the Indonesian nation.
Second, the function of anti-corruption education. When an institution is able to carry out this function, the essence of the nature of the anti-corruption education process has been fulfilled, namely in terms of forming character. Character is the essence of the personality of students that must be formed by educational institutions. If this can be formed properly, it will become a very strong foundation when he assumes the mandate and responsibility assigned to him. Third, the purpose of anti-corruption education. The term "faith and fear God Almighty, have noble character, and become a democratic and responsible citizen" is the ideal goal of anti-corruption education. When they commit corruption, it means that they experience a crisis of faith and piety, have bad morals because they only care about themselves and their group.
Fourth, the principle of providing education. The implementation of anti-corruption education must pay attention to these six principles. So far, many educational institutions have not paid attention to these principles, some of the indications are as follows: This situation is commonplace in society, namely there are several educational institutions that still prioritize the rich over the poor, so indirectly these educational institutions teach good ethics. not good for students. This has become a bad habit and must be corrected by educational institutions.
296State Secretary of the Republic of Indonesia, Law of the Republic of Indonesia No. 20 of 2003 concerning the National Education System (Sisdiknas) (Bandung: Citra Umbara, 2010), 5-6.
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In the provision of education, open management, especially in the aspects of financial transparency and accountability, has not yet fully occurred in educational institutions. They sometimes only coordinate with school committees and ironically, many school committees are from elements of educational institutions. Until now, the author still hasn't seen any educational institutions that openly carry out financial transparency through online media, both when he builds it and in utilizing funds, even though there are very few.
One of the reasons why character education is not going well, causing a multidimensional crisis, especially a moral crisis, is because education today is still more oriented to the cognitive side. Many Indonesian people have started holding S1, S2, S3 and professor titles, but corruption is also increasing and even many of these groups are involved. Therefore, the implementation of anti-corruption education is not only aimed at producing a generation who understands corruption, but also creates a generation that is anti-corruption and is a warrior against corruption, both small and large. The anti-corruption education process must be based on a lifelong process of civilizing and empowering students.
Although recently there have been role models or role models, in general the Indonesian people are experiencing a leadership crisis at both the central and regional government levels or in the context of education from the Ministry of Education and Culture or Ministry of Religion to the heads of educational institutions. After the determination and disbursement of BOS funds to schools, it turned out that there were institutions that misappropriated or corrupted with various variations. This is an example of giving a very bad example to students. Exemplary is one of the key methods to create an anti-corruption generation. Therefore, the anti-corruption education process is carried out by setting an example, building the will to anti-corruption and fighting corruption.
Watching learning and only teachers who are active in the classroom, then it is a learning process that only "perpetuates" cognitive mastery. This learning will not be able to realize the mission of anti- corruption education. Good learning is a process in which students are actively positioned to understand corruption both from the culture of reading and working. If anti-corruption education is only charged to formal educational institutions, then it will not run effectively. Anti-corruption education must be created in all types and processes of education.
Education is organized by empowering all components of society through
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participation in the implementation and quality control of educational services.
From another perspective, the orientation of anti-corruption