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PROCEEDING
2016 International Conference on Education and Social Science (UK-ICESS)
"Educational and Social Issues in the Changing Asia"
ISBN: 978-602-19859-7-7
Malang, Indonesia November 9-10, 2016
Universitas Kanjuruhan Malang
Jl. S.Supriadi No. .48
Malang, Indonesia — 65148
Tel. (+62)341-801488 Fax.
(+62)341-831532
www.unikama.ac.id www.uk- icess.org
PROCEEDING
2016 International Conference on Education and Social Science (UK-
ICESS)
"Educational and Social Issues in the Changing Asia"
ISBN: 978-602-19859-7-7 Reviewers
Prof. Dr. Sudjijono, M.Hum Prof. Dr. Laurens Kaluge Dr. Supriyanto
Limi Tursini, Ph.D Umiati Jawas, Ph.D Rusfandi, PhD Editors
Ayu Liskinasih, M.Pd Clun Muhaji, M.Pd Dr. Permata Ika Hidayati Hena Dian Ayu, M.Si, M.Pd Cover Design
Susiati
Printed and Published by Universitas Kanjuruhan Malang
Jl. S. Supriadi No. 48 Malang, Indonesia — 65148 Tel.
(+62)341-801488•, Fax. (+62)341-831532 www.unikama.ac.id; www.uk-icess.org; uk- [email protected]
First printing, November 2016
Copyright ©2016 by Universitas Kanjuruhan Malang
The texts of the papers in this volume were set individually by the authors or under their supervision. Only minor corrections to the text may have been carried out by the publisher.
By submitting the paper to the 2016 International Conference in Education and Social Sciences (UK-ICESS), the authors agree that they are fully responsible to obtain all the written permission to reproduce figures, tables, and text from copyrighted material. The authors are also responsible to give sufficient credit included in the texts, figures, legends, or tables. The organizer of the conference, reviewers of the papers, editors, and the publisher of the proceedings are not responsible for any copyright infringement and the damage they may cause.
ii
PREFACE
The 2016 International Conference on Education and Social Science (UKICESS) is the first international conference hosted by Universitas Kanjuruhan
Malang as a part of its XLI Dies Natalis commemoration. This international conference invites all educators and researchers in the field of education and social sciences to share latest issues, research, and information in these areas. Thus, as an important part of this academic forum, the organizing committee is pleased to present the Proceeding of 2016 International Conference on Education and Social Sciences which brings up the main theme of Educational and Social Issues in the Changing Asia.
There are 65 papers in this compilation, covering various topics around the theme of educational and social issues in the changing Asia which were studied from vast research areas; such as economics, health, education, language, arts, technology,
geography, civics, and entrepreneurship. It is expected that all papers in this proceeding will enrich our knowledge and broaden our insights of current issues, trends, research, and information in the areas of education and social sciences.
Lastly, the organizing committee would like to deliver great appreciation to writers, presenters, and all parties who have been contributing to the publication of this proceeding.
Malang, November 2016
The Committee
. . . .
53. Knowledge Management and Transformational Leadership on Employees' Performance Mediated by Organizational Culture
54. Establishing Reading Comprehension on Report Text through the Presence and Absence of the Text Itself Veranika. . .. . ... . .
55. Counseling Families through Parenting Positive Techniques in Dealing with Authoritarian Parenting
Wiwit Wahyutiningsih. . . .. . . .. . . .
56. IbW Kecamatan Kedopok Kota Probolinggo
Irma Tyasari, Enike Dwi Kusumawati, Suryaningsih, HB Sujiantoro.. . . . 57. Revitalising Anti Corruption Values in Economy Development as The
Learning for Pre-service Teachers Ninik
Indawati. . . . . .
43 7
44 8
455
461
466 49. Improvement of Motivation and Learning Outcomes through Assessment
of Social Sciences Student Portofolio in State Junior High School 5 Malang Yuli Ifana Sari, Siti Halimatus Sakdiyah, Hermina Mulyati
Sudir. . . ..
50. Couched Peer Feedback: Teacher's Intervention in Collaborative Peer Feedback Writing Activities Annisa Astrid....
39 8
404 51. The Implementation of Fanpage in Creating Positioning Product for UMKM
in Jakarta And Yogyakarta
Tjipto Djuhartono, Annisaa Utami, Wening Estiningsih. . . .. .. . .
52. The Implementation of Bureaucracy Reform: Role of Transformational Leadership, Organizational Culture and Employees Quality Competence as the Mediator
416
Christea Frisdiantara; Harinoto 42
4
viii
"Educational and Social Issues
inthe Changing Asia"
ISBN: 978-602-19859-7-7
Revitalising Anti Corruption Values in Economy Development as The Learning for Pre-service Teachers
Ninik Indawati [email protected] University ofKanjuruhan Malang Abstract:
Keywords:
This study aims to develop anti-corruption values in learning as the form of the economic development for pre-service teachers. This study uses Development Research Method according to procedural development model which is descriptive. It shows the steps which should be followed to produce the effective product to be used. The system approach model and steps designed and developed according to Dick & Carey. The method used is t
test (Paired Samples Test) to know the affectivity of teaching material.
Descriptive quantitative analysis technique is used to compare students'
ability before it is taught using teaching material after using teaching material. The research sample is 30 students who are selected using random
technique. The result of study shows that pretest and posttest are very different significantly (P < 0.000, df = 29, t = 51.470), by the difference from both of them is -8.667. The negative values of their difference show that the
pretest is lower than posttest. It means that the teaching material has increased the students' learning result that is 8.67 compared to the previous condition. Based on the analysis result, it can be concluded that the teaching material is proven significantly to increase the students' learning result.
Revitalisation ofAnti Corruption Values, Economic Development, Pre-service Teachers
INTRODUCTION
Education is the success key for a nation. Education can make a nation become stronger, more independent, to have better character and competitive. The reason is that the quality of education can decide the quality of human resource of the nation. It sues the strategic steps to stop the the morality and nation character degradation rate (Aziz, 201 1). He says that character building should be implemented and become the spirit of good character learning.
According to Tirtarahardja & Sulo (2005), a good education should show a certain poin or bridge between theory and practice. Abduhzen (2010) says that our education strategy or several aspects has less concern toward the thinking development as the attitude and behavior basic. The learning at our school tends to fill and give the doctrine of student' mind. Therefore, what has been got at school does not have any correlation with the real life. Education should be able to create the balance in students' life (Artadi, 2004).
At this moment, the urgent of character building as the attention is as the response of
several nation problems, especially moral decadence problem, such as corruption, violence,
466
PROCEEDING 2016 International Conference on Education &
Social Science (UK-ICESS) "Educaäonal and Social Issues
inthe Changing Asia"
ISBN: 978-602-19859-7-7 students' fight, clashes between ethnicity and free sex behavior which tends to increase. Those
phenomena based on (Tilaar, 2000) is the excesses from people' condition in the social transformation era facing globalization era, in which the globalization caused by the development
of technoloy, the economy improvement and information technology sophistication bringing positive and negative impact for Indonesia at the same time.
Life of the nation is very pathetic in the aspect of social, politic, economy and culture.
According to capitalistic economy aspect, it creates separation between the rich and the poor, ordinary people and official, ruler and people. The politic system is very liberal. Based on the the aspect of social culture, people are helpless towards liberal politic and capitalistic economy. It impacts towards the power of social culture from the historical root (Effendy, 2003).
Anti corruption education is in step to character education. Besides, it becomes the part of students' character building. Anti corruption education id expected to be the main basic in the characteristic building of honesty and the paradigm of Pancasila and UI-JD 1945 based on the constitution No. 20 Year 2003 about National Education System. Education is not meant to be the activity or learning activity in every class but it is based on many processes and activities which are productive, creative, skillful, peronality, morality and godly. Education should be managed using clear objectives. It can develop positive values for students. It should be able to produce the figures who have strong and tested character and personality in the term of knowledge and humanity.
Observing many existing problem in the application anti corruption character education, so it needs improvements in the institution previously. The efforts to reach good result do not have any impacts. Teacher as the leader of anti corruption character education should do self reflection.
Character building can be reached if teachers can be honest, good, responsible and fair figures for their students. It is not only about giving the theory of honesty, good attitude, responsibility and justice to memorize. (Lewis, Barbara, A, 2004) says that there are two methods to spread the Icandle light or become the reflecting looking glass. (Lewis, 2004) mentions to give the examples of good attitude as the leadership through example. In this leadership, a teacher will be the benchmark where the students may measure them selves. The teacher will be the inspiration for the students. To be a leader who is able to enlighten the students' path, a teacher should hold the trilogy of leadership initiated by Ki Hajar Dewantara, namely ing ngarso sung tulodo, ing madyomangun karso, and tut wuri handayani. It means that the teacher should be the good figure of leader, give spirit among the students, build the spirit and create the chance for having strong willing, push and direct the students from behind. These trilogy may be forgotten in educational system of values building in this country.
The word corruption is derrived from Latin corruptio or corruptus. The word corruption is an older Latin word. That latin term appears into many European languages, such a English namely corruption, corrupt; France namely corruption; and Netherland namely corruptie, korruptie. Then, Indonesia adapts the term from Netherland namely korupsi (Andi, 1991).
In UU No.31/1999 io UU No.20/2001, the definitions of corruption are that (l ) an out of law action to enrich themselves and make the nation loss, (2) abuse the authority to enrich themselves and make the nation finance loss, for instance to bribe the officials (giver and receiver of bribe), the impact of interest in procurement goods and service, extortion, gratification, (3) the action of fraud and mark-up.
Anti corruption education is the conciousand deliberate effort to consummate the critical process of teaching and learning towards anti corruption values. In the process, anti corruption education is not only the transfer media of knowledge but also as the efforts of character, anti corruption values and moral awarenes building to fight corruption behavior. Anti ISBN: 978-602- 19859-7-7
467
"Educational and Social Issues
inthe Changing Asia"
corruption education is also an instrument to develop learning ability in absorbing the
configuration of problems and difficulties. Education system which also eradicates corruption is the education system which is started from the simple things, such as no cheating, being on time, and many others (Wibowo & Puspito, 201 1
Based on the explanation above, anti corruption education can build and spread anti corruption values for students, so they can understand that corruption has conflict with law and religious norms in the early age. Therefore, it is important to make children to be used to be honest, not deceptive and not to take other's right.
Character building of anti corruption offered by National Education Ministry and Commission of Corruption Eradication doe offer a miracle that can guarantee all Indonesian people
be free from corruption. The exemplary becomes the important point in the successof the implementation of character building of anti corruption in Indonesia. All of learning modules which are integrated to character building of anti corruption do not give any results as long as the exemplary becomes the rare thing in social life. Then, where can students find an exemplary easier?
Everything beginsfrom home! (Nurfita, 201 1).
METHOD
This study uses Development Research Method according to procedural development model which is descriptive. It shows the steps which should be followed to produce the effective product to be used. The system approach model and steps designed and developed according to Dick & Carey. The method used is t test (Paired Samples Test) to know the effectivity of teaching material. Descriptive quantitative analysis technique is used to compare students' ability before it is taught using teaching material after using teaching material. The research sample is 30 students who are selected using random technique.
This development model uses the procedural model based on Tim (Puslitjaknov., 2008).
The reason is that this model is descriptive. It may produce certain product. Then, the product will be used in learning activity using system approach model towards basic components from learning system design which includes analysis, design, development, implementation and evaluation which are designed and developed (Dick, W. & Carey, L. 2005). Each step •of research procedures is through expert test, individual test, group test and field test. The try out includes expert learning test, course content expert test, learning media expert test, individual test, group test and field test.
It also uses descriptive quantitative analysis technique for. comparing students' ability before and
after using teaching material through pre test and post test to show the significance. The significance is to observe the difference of the pre test and post test score whether or not the teaching material using anti corruption education is effective to be implemented for students of Malang Kanjuruhan University.
The step of data analysis and the main steps which are done in this study are based on the design model of learning system presented by (Dick, W. & Carey, L. 2005). It consists of ten steps, namely (l) to identify the learning objectives, (2) to do the learner analysis, (3) to identify eraly
behavior and learner's characteristic, (4) to formulate the learning objectives, (5) to develop evaluation instruments, (6) to develop the learning strategy, (7) to develop and choose teaching material, (8) to design and develop formative evaluation, (9) to revise the learning program, (10) to design and develop summative evaluation. Yet, summative evaluation is not done in this study.
Data collection uses questionnaire and test as the instrument. The quetionnare is used to collect the data result from interview from the learning result, course content expert, learning media expert, students for individual, group and field test, and lecturer. The test is used to investigate the students' learning result before using the teaching material (pre test) and after using the teaching material (post test).
FINDINGS AND DISCUSSION
468
PROCEEDING 2016 International Conference on Education &
Social Science (UK-ICESS) "Educaäonal and Social Issues
inthe Changing Asia"
ISBN: 978-602-19859-7-7 A topic is taken in a course or even to be the name for a course. It is not always from the
knowledge it self, but it may appear as the response of the developing phenomena in the environment. It can be said that anti corruption course has born from the severe phenomena of nation disintegrity which are indicated by the unstopable corruption practice. Therefore, it is important to have the sistematic efforts to fight corruption. The impact of corruption has been proven to weaken the resource, disturb soacial life, ruin the potential of nation and become international problem. It should be socialized to all people through education, so it is expected to grow the good intention for stopping corruption in the future.
Debriefing of anti corruption education should be started fron the lecturers/teachers themselves. Preventing corruption can be done if the teachers realize that corruption is a kind of disease which may attack anyone. If the teachers can give the good example for students, they are able to invite their tudents to be honest. When the honesty has been built in the early age, eradicating corruption becomes the real act to do up the roots.
Eradicating corruption needs the role of lecturers/teachers to start seriouly. The effors to
eradicate corruption should be done in the early age beginning from elementary school till univerity level by applying anti corruption as a subject matter or course.
Recently, it is needed to have the idea of course learning plan development of anti
corruption for students in university. It is expected to give the understanding, building and educating anti corruption values for the students. The reason is that the anti corruption values building should be started from the elementary school. It is the the beginning point of behavior improvement. Therefore, it does not becomes worse. Through education, it will be the correct way to give the awareness for people.
CONCLUSIONS AND SUGGESTIONS A. Conclusions
Based on the result of development, it can be concluded that:
Course learning plan of anti corruption education has the characteristics which have anti corruption values educated by students of Malang Kanjuruhan University as the teachers to be. It is a need to be applied. The result of the study proves that students and lecturers think that this course should be developed and applied as their provision for them in the future.
2. From the result of the study proves that students and experts think that this course should be developed and applied as their provision for them in the future. It uses the nine values of anti
corruption, namely: honesty, care, independence, discipline, responsibility, hard work, simplicity, bravery and fair.
B. Suggestions and Implication/Recomendation
Suggestions are related to the development product, namely: (l) suggestion for utilization, (2) suggestions for dissemination, and suggestions for the following product of development.
1. Suggestion for Utilization
Based on the record on the field test which has been done to optimalize the utilization of teaching material, the developer gives suggestion as follows:
469
Changing Asia"
ISBN: 978-602-19859-7-7 The lecturers are optimal as the facilitator, motivator, preceptor of PAIKEM learning (interactive learning) and to use the suitable strategy.
2. Suggestion for Dissemination
Based on the record on the field test which has been done to optimalize the utilization of teaching material, the developer gives suggestion as follows:
Based on the users character and summative evaluation. It is not just only formative evaluation, namely limited eligibility applied only. Therefore, it is needed for further development.
3. Suggestion for Further Development
To increase the quality of teaching material, it needs more applicative exercise and les theoritical aspects.
4. Suggestion for Research and Technology Ministry of Dikti
It is good to make anti corruption education course as the compulsory course for students, especially for teachers to be, through Personality Development Course (mata kuliah pengembangan kepribadian - MPK) or integrated to other course.
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PROCEEDING 2016 International Conference on Education &
Social Science (UK-ICESS) "Educaäonal and Social Issues
inthe Changing Asia"
ISBN: 978-602-19859-7-7
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