CORRUPTION IN ISLAMIC LAW OVERVIEW
A. Directions and Principles of Islamic Law in Refusal Corruption Education
CHAPTER 4
CORRUPTION IN ISLAMIC LAW OVERVIEW
A. Directions and Principles of Islamic Law in Refusal Corruption
4. Education is held by setting an example, building the will, and developing the creativity of students in the learning process.
5. Education is held by developing culture sense of reading, writing, and arithmetic for all members of the community.
6. Education is carried out by empowering all components of society through participation in the implementation and quality control of educational services179.
Thus, the direction and orientation of refusal-corruption education is implied in the functions, objectives and principles of education. First, the basis of education, the implementation of refusal- corruption education needed to take a linkback into Pancasila and the 1945 Constitution, because these two bases are the ideology, philosophy and sources of rules that contain 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 as Indonesia had.
Second, the function of refusal-corruption education. If an institution able to carry out it, the essence of refusal-corruption education process has been fulfilled, exactly in terms of "forming character." Character is the essence of students’ personality that must be formed by educational institutions. If it can be formed properly, it will become such a strong foundation when he assumes the mandate and responsibilities assigned to him. Third, the purpose of refusal-corruption education. The term "faith and fear God Almighty, having good character, and become a democratic as well as responsible citizen" being the ideal goal of refusal-corruption education. When they commit corruption, it means that they diagnosed a crisis of faith and piety, furthemore having disgraceful character because they only care to themselves and their group, individualistic democracy, prioritizing their group, pragmatic and
179 Sekretaris Negara Republik Indonesia, Undang-Undang Republik Indonesia No. 20 Tahun 2003, Tentang Sistem Pendidikan Nasional (Sisdiknas) (Bandung: Citra Umbara, 2010), 5-6.
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opportunist and finally all responsibilities imposed by the people wich ignored, therefore the substance of the term is ignored. their symbol of democracy depict as society, by individuals or groups and for individuals or groups.
Fourth, the principle of providing education. The implementation of refusal-corruption education must pay attention to those six principles. So far, many educational institutions have not paid attention to those principles, some of the indications are as follows: This situation is commonplace in society, there are several educational institutions that still prioritize the rich over the poor, then indirectly these educational institutions belive it or not has shown not good values for students. This has become a bad habit and must be corrected by educational institutions.
In the provision of education, open management, especially in the aspect of financial transparency and accountability, is still not fully implemented in educational institutions. They sometimes work only with school committees and ironically, many school committees are come from their own educational institutions. Thus , the author still has not seen any educational institutions that openly carry out financial transparency through online media, both when he builds it and in utilizing funds, exacly it does exist very little presence.
One of the reasons why character building is not going well, causing a multidimensional crisis, especially a moral crisis, is because today education give oriented to the cognitive side. Many Indonesian people have started to hold S1, S2, S3 and professor titles, but corruption is also increasing and even many from these circles. Therefore, the implementation of refusal-corruption education is not only aimed at producing a generation who understands corruption, but also creates a generation that is refusal-corruption and a warrior against corruption, both small and large. The refusal- corruption education process must be based on a lifelong process of civilizing and empowering students.
Although recently there have been role models considering how a great leader looks like, in general the Indonesian people are experiencing a leadership crisis at both the central and local government levels or in the context of education from the Ministry of 30
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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 a refusal-corruption generation.
Therefore, the refusal-corruption education process is carried out by setting an example, building the will to refusal-corruption, and developing the creativity of students in conducting various effective strategies to prevent and stay away from corruption.
If we just keep watching and only teachers who are active in the classroom, then it seems like a learning process that only
"perpetuates" cognitive mastery. This learning style will not be able to realize the mission of refusal-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 refusal- corruption education is only charged to formal educational institutions, then it will not run effectively. Refusal-corruption education must be created in all types and processes of education. Education is organized by empowering all components of society through participation in the implementation and quality control of educational services.
From another perspective, the orientation of refusal- corruption education is to foster awareness of students in opposing forms of social evil, communal crimes against humanity and involving the public. This is explicitly more directed at increasing faith and piety by carrying out all of God's commands and avoiding His prohibitions and showing universally applicable human values. Furthermore, the purpose of refusal-corruption education is to dig up refusal-corruption understanding and behavior180.
According to Anwar Hamdani181, the orientation of refusal- corruption education can be seen in the general objectives of refusal- corruption education as follows : (1) the formation of knowledge and
180 Bhayu Sulistiawan, Nilai-nilai Anti Korupsi dalam Pendidikan Islam: Tinjauan Normatif Aspek Kurikulum Pendidikan Agama Islam Terhadap Pendidikan Anti Korupsi (Skripsi– Fakultas Agama Islam Jurusan Pendidikan Agama Islam Universitas Muhammadiyah Yogyakarta, 2008), 103.
181 Anwar Hamdani, Model Pendidikan Anti Korupsi, 3-4
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understanding the forms of corruption and its aspects; (2) changing perceptions and attitudes towards corruption; and (3) the formation of new skills and ability needed to fight corruption. Refer to Law no. 20 of 2003 concerning the National Education System Article 4 paragraph (3) states that education is held as a process of civilizing and empowering learners that lasts a lifetime. From this basis, the significance about the implementation of anti-corruption education through education cannot be ignored for its potential as one way to cultivate anti-corruption in Indonesia182.
B. The Purpose of Integration of Islamic Law in Refusal-Corruption