PAI Teachers' Strategies in Internalizing Anticorruption Values at Attayyibah Junior High School: A Case Study on the Value Ecosystem Model
Keywords:
PAI Teacher Strategy, Value Internalization, Anticorruption Character Education, Value Ecosystem Model, Islamic Boarding SchoolAbstract
Corruption remains a serious problem that erodes public trust and the order of national life in Indonesia. Islamic Religious Education (PAI) holds considerable potential as a vehicle for instilling anticorruption values in the younger generation, although its implementation remains suboptimal. This study examined the strategies used by PAI teachers to internalize anticorruption values among students at Attayyibah Junior High School, a pesantren based integrated Islamic school in Kerinci Regency, Jambi Province, Indonesia, and identified the factors that support and inhibit this process. A qualitative approach with a single case study design was employed. Data were collected over a three-month period through in-depth interviews with three purposively selected informants, namely one PAI teacher as the key informant, the school principal as a supporting informant, and one Grade IX student as a complementary informant, together with participatory observation and documentation study. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014). The findings show three main strategies: (1) contextual curricular integration through problem-based learning and sirah nabawiyah storytelling; (2) exemplification and habituation through an honesty canteen and daily amanah reports; and (3) strengthening of religious extracurricular activities such as ROHIS and Ramadan boarding programs. Supporting factors include the principal's transformational leadership, an Islamic based school culture, and active parental involvement, while inhibiting factors include limited instructional time, a scarcity of Islamic based anticorruption references, external environmental influence, and a weak character evaluation system. Theoretically, this study contributes to the internalization model of religious based anticorruption values by proposing a value ecosystem framework that operates at three interacting levels, namely micro, meso, and macro, which is discussed explicitly in dialogue with Bronfenbrenner's ecological systems theory.
References
Adhimah, S. (2020). The role of parents in eliminating the awkwardness of early childhood (case study in Karangbong village, Gedangan, Sidoarjo). Journal of Children's Education, 57–62.
Akbar, F. M. A. (2024). Qualitative and quantitative methods in Islamic studies. Ar Rasyiid: Journal of Islamic Studies, 2(2), 95–112.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
Bandura, A. (2018). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 69(1), 1–26. https://doi.org/10.1146/annurev-psych-122216-011652
Blau, R., & Blau, P. (2019). Identity status, separation, and parent adolescent relationships among boarding and day school students. Residential Treatment for Children & Youth. https://doi.org/10.1080/0886571X.2019.1692757
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Cahyono, Mulyana, D., & Sukarliana, L. (2020). Growing the character of responsibility in students through teacher's exemplary in anti-corruption education efforts. Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019), 418, 67–72. https://doi.org/10.2991/assehr.k.200320.013
Committee on Publication Ethics (COPE). (2021). Core practices. Committee on Publication Ethics. https://publicationethics.org/core-practices
Endaryono, B. T., Qowaid, Q., & Robihudin, R. (2020). Parenting style of Islamic boarding school education on children's affective development at Al Qohhariyah Islamic Boarding School, Bogor Regency. EDUCATION: Journal of Religious and Religious Education Research, 18(3), 314–325.
Fadhilla, S. Z., & Jasiah, J. (2025). Development of self reflection sheet media to increase empathy and social sensitivity of PAI students. At-Tarbiyah: Journal of Islamic Religious Research and Education, 3(1), 540–547.
Indawati, N. (2015). The development of anti-corruption education course for primary school teacher education students. Journal of Education and Practice, 6(35), 48–54.
Karyanti, T., Prihati, Y., & Galih, S. T. (2019). Multimedia-based anti-corruption education. Deepublish.
Kholid, I., Rahayu, R., Fathony, M. H., & Anwar, R. (2025). Strategies and challenges of integrating anti-corruption values in the Independent Curriculum: A systematic review of the literature. Scientific Journal of Citra Bakti Education, 12(2), 487–497.
Komalasari, K., & Saripudin, D. (2015). Integration of anti-corruption education in school's activities. American Journal of Applied Sciences, 12(6), 445–451. https://doi.org/10.3844/ajassp.2015.445.451
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, handbook II: Affective domain. David McKay.
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
Maulina, S. P., & Prasojo, L. D. (2026). Curriculum management in traditional and modern Islamic boarding schools in West Java: A comparative case study. Media Management Education, 8(3), 564–576.
Montessori, M., Tiara, M., Ambiyar, & Islami, S. (2021). Dialogue method in high school anti-corruption education. Journal of Social Studies Education Research, 12(4), 1–21.
Mualif, M. (2022). Integration of anti-corruption values in Islamic Religious Education materials. Misykat Al-Anwar Journal of Islamic and Society Studies, 5(2), 191–220.
Mukhlis, M. (2024). The significance and contribution of Islamic religious education teachers in the formation of students' character in the school environment. Integrated Education Journal, 1(2), 126–146.
Mungiu‑Pippidi, A. (2023). Transparency and corruption: Measuring real transparency by a new index. Regulation & Governance, 17(4), 1094–1113.
Nani, Y. N. (2021). The role of communication in the implementation of the policy to expand access to education equally (at the Gorontalo Regency Education and Culture Office). Ideas: Journal of Education, Social, and Culture, 7(3), 231–240.
Napitupulu, B. A. (2025). The involvement of Muslim parents in the education of children at the university level in Sombadebata Village, Saipar Dolok Hole District, South Tapanuli Regency [Unpublished undergraduate thesis]. UIN Sheikh Ali Hasan Ahmad Addary Padangsidimpuan.
Nasri, U. (2020). Internalization of anti-corruption education in Islamic religious education. Al-Hikmah: Journal of Islamic Studies, 1(2), 1–17.
Rahiem, M. D. H., Abdullah, N. S. M., & Krauss, S. E. (2016). Kindergarten teachers and moral education for young children: Why do narratives matter? Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016). Atlantis Press. https://doi.org/10.2991/icece-16.2017.52
Rahma, S. F., & Istanto, I. (2025). The role of teachers in strengthening character as role models for students to instill the value of honesty in the era of Society 5.0. Proceedings of ISETH: International Seminar on Education, Technology, and Humanity. Universitas Muhammadiyah Surakarta.
Saeful, A. (2021). Implementation of the value of honesty in education. Tarbawi: Journal of Islamic Education and Thought, 4(2), 124–142.
Sayyi, A. (2020). Moderate Islamic education (study of internalization of moderate Islamic values at the Annuqayah Islamic Boarding School in the Lubangsa area and the Annuqayah Islamic Boarding School in the Latee, Guluk-Guluk, Sumenep area) [Unpublished undergraduate thesis].
Transparency International. (2024). Corruption Perceptions Index 2023. Transparency International. https://www.transparency.org/en/cpi/2023
Wibowo, M. T., & Ok, A. H. (2023). The influence of the example of moral faith teachers on the formation of students' character. Al-Ilmi Journal of Islamic Education, 6(2), 351–362.
