Does anti-corruption course develop anti-corruption attitude of students? The case of higher education in Jambi-Indonesia

Abstract

This study evaluated the teaching of the anti-corruption course by determining the relationship between the perception of students about lecturers' teaching methods, learning outcomes, and attitudes toward corruption among bachelor students. Data were withdrawn from questionnaires distributed to 80 students in four faculties and their assessment paper and analyzed with Pearson analysis. The results showed that there was no significant relationship between students' perceptions of lecturer teaching methods and attitudes towards anti-corruption (r = 0.031), there was no significant relationship between learning outcomes and attitude towards anti-corruption (r =. 003). Furthermore, regression analysis found that students' perceptions of lecturer teaching methods in the Anti-corruption Course can only predict students' attitudes toward anti-corruption at 1%, whereas students' learning outcomes did not affect their attitudes toward anti-corruption.

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Does anti-corruption course develop anti-corruption attitude of
students? The case of higher education in Jambi-Indonesia
Nisaul Fadillah1*, Yorina An’guna Bansa2
1Universitas Islam Negeri Sulthan Thaha Saifuddin, Jl. Jambi Ma. Bulian KM.16 Sei.
Duren Kabupaten Muaro Jambi, 36363, Indonesia
2Universitas Muhammadiyah Jambi, Jl. Kapten Patimura, Telanaipura 36124, Jambi,
Indonesia
Abstract
This study evaluated the teaching of the anti-corruption course by determining the
relationship between the perception of students about lecturers' teaching methods, learning
outcomes, and attitudes toward corruption among bachelor students. Data were withdrawn
from questionnaires distributed to 80 students in four faculties and their assessment paper
and analyzed with Pearson analysis. The results showed that there was no significant
relationship between students' perceptions of lecturer teaching methods and attitudes
towards anti-corruption (r = 0.031), there was no significant relationship between learning
outcomes and attitude towards anti-corruption (r =. 003). Furthermore, regression analysis
found that students' perceptions of lecturer teaching methods in the Anti-corruption Course
can only predict students' attitudes toward anti-corruption at 1%, whereas students'
learning outcomes did not affect their attitudes toward anti-corruption.
Keywords: Anti-corruption, attitude, higher school
1. Introduction
Indonesia is battling corruption with various policy
has been taken, both initiated by the government or civil
society (Schütte, 2008). As a cultural approach, the
corruption eradication commission (Komisi
Pemberantasan Korupsi, K.P.K.) advises the anti-
corruption program in the education system (Wijayanto,
2009). In higher education, the program is implemented
by incorporating anti-corruption course (A.C.C.,
hereafter) or anti-corruption topics into the curriculum.
By the end of the teaching, students are expected to have
awareness related to corruption practices. Moreover, the
attitude of anti-corruption is also developed (T.P.B.P.A.,
2011).
Since the beginning, when the A.C.C. was
introduced, the State Institute for Islamic studies of STS
Jambi (IAIN STS Jambi, after 2017 change into
Universitas Islam Negeri Sulthan Thaha Saifuddin
Jambi/ UIN STS Jambi) was among the first universities
that had implemented A.C.C. until 2013 (IAIN STS
Jambi, 2012). After 2013, this course was abolished due
to over policy to cut off a number of credits in its
curriculum to shorten the study length. There was a
debate among university elites about the success of this
course in building student integrity. Many doubted the
effectiveness of teaching A.C.C. in developing the
character of the anti-corruption of the students.
Moreover, this group argued that the anti-corruption
values had existed in the content of many Islamic
courses in UIN STS Jambi. Therefore, the A.C.C. was
considered as a burden for students and was not
necessary to be delivered separately from other courses.
Another argument to support this demand is less
public awareness of a variety of corrupt and unethical
behavior (Bowman & Gilligan, 2007). Moreover, many
of Indonesian young people did not recognize fully
about integrity as an interrelated concept to corruption
(Sihombing, 2018). In fact, corrupt behavior occurs in
the family, home environment, campus, public
institutions and often emerges as petty corruption.
Unfortunately, it is more likely unconsciously
acceptable. The permissive attitude towards these small
corruptions may lead to permissible to a bigger case of
corruption. Providing students with awareness,
including familiarising them with various corrupt
practices, are expected to avoid and prevent them from
corrupt behavior. Being educated groups can help them
as a core in a community.
The A.C.C. is encouraged by the Corruption
Eradication Commission (Komisi Pemberantasan
Korupsi, K.P.K.), an institution that has the authority in
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*) Corresponding Author.
E-mail: nisaulfadillah@gmail.com

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law enforcement in corruption cases to prevent corrupt
behavior through a cultural approach besides three other
approaches (Wijayanto, 2009). In this approach,
knowledge about corruption must be given early in
educational institutions. Besides being believed to be
effective in the long run, the cost is not quite expensive.
This education can be held by the government or the
private sector, both formally and informally. In UIN
STS Jambi, A.C.C. was obligately audited by students
for one semester with two credits or two teaching hours
in a week.
The purpose of the A.C.C. is to build a character of
anti-corruption among students expecting that they can
become an agent of change (Puspito & S., 2016). For
this reason, all components related to teaching must be
able to meet these goals. Besides, there must be an
evaluation to reveal how effective the lecturers' teaching
methods when running these courses and how likely
they can shape the character of anti-corruption among
the students. Besides, it is to examine whether learning
outcomes is significantly effective when the students are
dealing with corruption cases. The data presented in this
paper is relatively old but still necessary, given that the
A.C.C. will be a compulsory course for the future in
higher education. Another option to implement the
teaching material, instead of developing an exclusive
course, is by inserting the essential topics into existing
relevant courses. This article evaluates the experience of
teaching A.C.C. at UIN STS Jambi as an independent
course.
A.C.C. has been advised to be an obligatory course
at higher education and should be fully implemented by
the end of this 2020. It is believed that the A.C.C. is
effective in preventing and cease people from corruption
by giving them information and other skills to improve
their characters. The anti-corruption characters, such as
honesty, care, discipline, and simplicity, are necessary
for the students as citizens to build a corruption-free
nation through education (Dirwan, 2019). Therefore,
teaching A.C.C. should be continued at formal
education, including university.
However, there is still a limited number of studies
evaluating the success of current ACC teaching. The
existing research relies on various topics. Many
conducted surveys as the bases of the study. One of the
significant findings was carried out by Transparency
International Indonesia (TII) (Transparency
International Indonesia, 2013). It surveyed the integrity
of young people comparing the perceptions of urban¬¬¬
young people and those living in rural areas. Based on a
sample representing western, central, and eastern
Indonesia, the results show that the majority of young
people do not understand the concept of integrity. Both
urban and rural young people have had experience with
corrupt practices and at the same time have a strong urge
to eradicate corruption. Another problem was that,
although most of them had the desire to play an active
role in eradicating corruption, most of them had never
received formal anti-corruption education. Thus, matters
related to complaints of corruption were not understood.
Respondents also expressed a desire for anti-corruption
education to be included in the Indonesian education
curriculum.
Another research has been conducted by Fathur
Rahman (2006), who tried to examine the effectiveness
of the teaching and learning process in the classroom.
This study tries to explore and identify the learning
process in the classroom which consists of learning
models and methods, the interaction between lecturers
and students, and the level of student participation. it
also attempts to determine student perceptions of
learning performance in the class, the relevance of the
material to learning implementation and achievement,
and lecturer performance in the learning process. The
developed method adopts a participatory monitoring and
evaluation model in a project cycle. The results show
that anti-corruption learning with the case model can be
said to be adequate or moderate around 34.5%.
However, most of the participants considered that the
course model could help them in increasing their
collective awareness of the impacts caused by acts of
corruption.
Unlike the former researcher, this project utilised
three variables. Firstly, students' perceptions of the
lecturer learning methods, in this case, the lecturer
learning scores on the ACC course were measured by
the results of the questionnaire. Data processing about
student perceptions, the course scores obtained by
students on the ACC and anti-corruption attitudes as
measured by a questionnaire containing items related to
anti-corruption actions. These three variables are
thought to have a correlation with one another which
will be calculated through the Pearson Product Moment
correlation, moreover, the magnitude of this correlation
will also be calculated as a form of the significance of
the regression value.
This study tries to reveal several issues related to the
existence of the ACC, namely teaching methods,
learning outcomes and anti-corruption attitudes.
Research questions were generated as the following:
1. Is there a relationship between students' perceptions
about the lecturers’ teaching methods who were
teaching the ACC and the anti-corrupt attitude of
UIN STS Jambi students?
2. Is there a relationship between the final score of the
ACC with an anti-corrupt attitude among UIN STS
Jambi students?
3. Is there a relationship between students' perceptions
of the lecturers’ teaching methods with the final

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score on the ACC and anti-corrupt attitude among
UIN STS Jambi students?
2. Method
This study employed a survey method with a
correlational approach connecting one variable with
another variable to understand a phenomenon by
determining the level or degree of relationship between
these variables. Through a correlational study, it was
expected that there was a relationship between variable
student perceptions of lecturer learning methods towards
anti-corruption attitudes and student learning outcomes
towards anti-corruption attitudes.
The population of this study was all UIN STS Jambi
students. The target of the population was students who
enrolled in 2012 and before who audited ACC. The
sample was selected as many as 80 students by random
proportional sampling. They spread in four faculties,
namely Adab and Humanities (ADH), Islamic theology
or Ushuluddin (USH), Islamic Law or Syari’ah (SYA)
and Islamic Education or Tarbiyah (TAR). They were all
active students in 2014.
Table 1. Sample distribution
No
Faculty
Number of
Respondents
Total
Male
Female
1
Adab dan Humanities
(ADH)
6
13
19
2
Islamic
Theology/Ushuluddin
(USH)
10
10
20
3
Islamic Law or Syariah
(SYA)
12
8
20
4
Islamic Education or
Tarbiyah (TAR)
12
9
21
Total
80
The study approach was based on the survey and
assessment paper. There two questionnaire sheets
distributed, namely students' perception towards the
lecturer teaching method on ACC and students'
perception towards anti-corruption attitude. The rest was
the assessment paper of the students. The survey
questioner sheets were designed and provided by
researchers, while the assessment paper was formally
issued by the faculty. Before analyzing data, the validity
and reliability of the questionnaire sheets were executed.
Then cross-tabulation between dependent and
independent variables was generated.
The independent variable was the perception of
students and study assessment. The instrument of
teaching methods' variable consists of 10 questions
requiring the student's perception of the lecturer's
teaching methods. The methods used such as in-class
discussion case study, improvement system scenario,
general lecture, movie discussion. The students were
asked to rate using 4-point scales that ranged from 1
(poor) to 4 (excellent). The items in the instrument were
valid and reliable. While in the study, the assessment
was taken from the assessment paper that was formally
issued by the faculty. Each student's score was
categorized as the following: 1. Excellent; 2. Good; 3.
Average; 4. Poor; and 5. Very poor.
The dependent variable was the attitude of students
who dealt with 1. Honesty 2. Caring 3. Independency 4.
Discipline 5. Responsibility 6. Hard work, 7. Frugality,
8. Braveness, and 9. Justice. The respondents were
asked to assess their attitudes toward corrupt behavior.
Options for answers ranging from 1 (strongly disagree)
to 5 (strongly agree). There were 28 questions provided
after passing the validity and reliability test.
This study employed descriptive analysis to find
mean, standard deviation, frequency distribution,
median, mode of students' perception toward lecturer
teaching methods, learning outcome, and anti-corruption
attitudes among students. It also employed cross-
tabulation to examine the relationship between three
variables with the respondents' identities, such as
gender, department, faculty, and semester level. Cross-
tabulation was only displayed for the purpose of the
study and function to enrich the findings on correlation
analysis.
In addition to the description analysis, a correlation
test was conducted to answer the main questions in this
study. The linearity test was done by simple regression
analysis. To test the three research hypotheses, the
following techniques were generated: simple regression
techniques, multiple correlation techniques, and multiple
regression techniques.
3. Result and Discussion
The data used as the basis for the description of the
results of this study are the perception scores of UIN
students towards the lecturer teaching method (X1), the
final score on the assessment paper of students in the
ACC (X2), as well as the score of anti-corruption
attitudes of UIN STS Jambi students (Y). Data collected
was then generated using descriptive statistical
techniques presented in the form of cross-tabulation,
standard deviation, median mode, maximum score and
minimum score. All statistical analyses used SPSS 17
for Windows software.
Table 2. Mean of the Perception, the attitudes, and
the final score
N
M
ean
Std.
Deviation
Faculty

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Perception_
X1
ADH
20
23,65
6,659
USH
20
28,25
3,726
SYA
20
30,90
3,932
TAR
20
26,70
5,312
Total
80
27,38
5,611
Final
score_X2
ADH
20
4,35
,671
USH
20
4,55
,510
SYA
20
4,65
,587
TAR
20
4,10
,553
Total
80
4,41
,610
Attitude_Y
ADH
20
69,30
13,191
USH
20
84,45
17,367
SYA
20
73,15
10,241
TAR
20
69,35
16,011
Total
80
74,06
15,497
Then the data was input and analysed. The
discussion at the beginning of this section described
each variable intending to obtain additional information
besides the correlation between the perception variable
(X1), the final score (X2) and attitude (Y) which
explained later. Not all variables were analysed, only on
prominent figures.
Table 2 showed a statistical description of the
variable of student perceptions of lecturer learning
methods in ACC by faculty. The average mean of
respondents’ perception from all faculties was 27.38.
This was categorised as good as the standard set in the
measurements in Table 3. However, when classified
based on faculty, the highest average perception was
obtained from the respondents of SYA, which is 30.90
and categorised as good. The next ranking in a row were
respondents in the USH Faculty with an average of
28.25 (good) and respondents in the TAR faculty with
an average of 26.70 were also categorised as good.
While the lowest average is respondents from the ADH
which is 23.65 and is categorised average.
The lowest score was 14. It means that there was still
a student who perceived that the teaching method was
still poor. While the highest score given by students was
39 which meant excellent. The different mean of the
students’ perception toward the lecturers’ teaching
methods among faculties was significant, indicated by
0.00 or below 0.05 on Anova analysis (Table 4).
Table 3. Interval Score for Students’ Perception
Interval
Category
32.8 – 40
Excellent
25.2 – 32.7
Good
17.6 – 25.1
Average
10 – 17.5
Poor
The significant different showed that the teaching
methods between one lecturer to another at different
faculty were quite varied. Among four faculties, only
teaching methods in SYA Faculty were perceived as
good. Other three faculties were perceived as average.
The different score mean for students’ perception toward
the teaching methods was a highly significant difference
with F= 0,00 or below 5%. It means the difference was
very significant.
On the other side, there were no students in any
faculties who have perception either excellent or poor.
This needs attention because the variety of teaching
methods should still refer to the learning objectives of
the ACC which was in line with the total score obtained
in ACC.
Tabel 4. ANOVA Test for Mean Score of
Perception, Attitude and Final Score by Faculty
Sum of
Squares
Df
Mean
Square
F
Sig.
Perception
_X1
Between
Groups
550.450
3
183.48
3
7.202
.000
Within
Groups
1936.300
76
25.478
Total
2486.750
79
Final
Score_X2
Between
Groups
3.538
3
1.179
3.467
.020
Within
Groups
25.850
76
.340
Total
29.388
79
Attitude_Y
Between
Groups
3072.438
3
1024.1
46
4.895
.004
Within
Groups
15900.250
76
209.21
4
Total
18972.688
79
On the variable of ACC final score, it was indicated
that the average score obtained by the respondents as a
whole was 4.41. This was categorised as excellent as in
table 5. While the highest average score showed based
on faculty was the SYA Faculty: 4.65 or excellent, while
the next rank was the respondent from the USH Faculty
which was 4.55 categorised as excellent and respondents
from ADH Faculty with an average of 4.35, meant
excellent as well. The lowest average is the TAR
Faculty which was 4,10 and was still in the excellent
category. The lowest score ever obtained by students is

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3 in the good category and the highest score was 5 in the
excellent category.
The average difference between faculties was only
0.020 or above 5%, meaning that the difference was not
real or insignificant. Overall, the problem of learning
outcomes was considered complete. However, it should
also examine the learning objectives of the ACC and its
relationship with attitude toward corruption.
Table 5. Interval Score for Final Score
Interval
Category
4,00 - 5,00
Excellent
3,00 - 3,99
Good
2,00 - 2,99
Average
1,00 - 1,99
Poor
0 - 0,99
Very Poor
On the attitude variable, it showed that the average
score of the student anti-corruption attitude was 74.06
(table 2). When referring to the attitude interval, it meant
still neutral. Based on faculty classifications, the highest
average score was on the respondents of the USH
Faculty namely: 84.45. When refers to the attitude
category, it was also considered neutral against anti-
corruption actions. The second average score of
respondents in the SHA Faculty was: 73.15 or
categorised as neutral, as well as TAR Faculty were
categorised as neutral with an average score of 69.35.
The lowest average score was the respondents of the
ADH Faculty as 69.30 and it was still considered
neutral. The lowest score of students on the attitude
variable was 40 or classified as strongly disagree with
anti-corruption, while the highest score on the variable
of students' attitudes towards anti-corruption was 119
who has an attitude of strongly agreeing with anti-
corruption actions.
Table 6. Interval Score for Anti-Corruption Attitude
Interval
Category
117,64 - 140
Strongly Agree
95,23 - 117,63
Agree
72,82 - 95,22
Neutral
50,41 - 72, 81
Disagree
28 - 50,4
Strongly disagree
When referring to the significant value of the
difference in average attitudes between the faculties,
based on the ANOVA test, the F value = 0.04 was
obtained. This figure was still below 5%, which meant
that the difference in average scores between these
faculties was significant. This means that there was a
difference in the average attitude shown by students in
each of these faculties.
The average score of anti-corruption attitudes of
students was 74.06, in the neutral category. This meant
that students were still neutral when dealing with stimuli
that require assertiveness to agree and disagree or in a
position to accept or reject acts of corruption.
Theoretically, several things affect a person's attitude,
among others: personal experience, culture, other people
who are considered important, the mass media,
educational institutions, religion, and emotional factors.
The UIN STS Jambi as a strategic institution, both as an
educational and a religious institution, that will or will
not shape the character or attitude of the student.
Reflecting on the data obtained in the field, of course, it
must be reviewed the strategy of building anti-
corruption attitudes among students.
The final score showed a good category. This was a
strange thing if the attitude of students towards anti-
corruption was still neutral. This also made the final
score and attitude did not correlate. On average, the
highest scores were obtained by students from the SHA
Faculty, but the highest score attitude was found in the
USH Faculty which was categorised as agreeing to
reject the corruption attitude. The average attitude of
SHA Faculty students was still neutral. In other words,
the final score which was overall quite high did not
necessarily mean the same score as anti-corruption
attitude. The attitude score remained neutral category in
determining attitudes to agree or reject corrupt
behaviour. On the contrary, the average score of
learning outcomes was excellent.
It was likely that a problem faced by students require
improvement both in the knowledge and developing the
attitudes. The students probably failed to identify a set
of activities that categorised as corrupt and not corrupt
behaviour. Another possibility was that students used to
dealing with corrupt behaviour. On the other hand, they
were still not sure of the truth they believe about corrupt
and not corrupt due to the habitual factors that occur in
their environment. The institution was considered still
weak in interfering such as giving the right information,
training and strengthens the student's attitude to fight
corrupt behaviour.
Teaching on ACC that measures only cognitive
abilities, was certainly not the objectives of the ACC.
The ACC also required affection as an estuary of
teaching, where students ultimately have an anti-
corruption attitude. Therefore to achieve the objectives
of ACC teaching, lecturers should refer to the ACC
teaching guidelines. Teaching ACC could not be
counted on class-lecture but required a confronted
directly with the reality in the field. This experience was
one form of discussion awareness about teaching that is
in line with the teaching objectives and provides an
evaluation by the material presented.
Table 7 shows the relationship between students’
perception toward teaching methods and the anti-
corruption attitude of students. The P-value of these
perceptions and their attitude is 0.785, which is smaller

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than the r-table. r-obtained <r-table, p-value> 0.05 so
that 0.785> 0.05. If the table value is bigger than 0.05, it
implies that there was no significant correlation between
the perception of students about the lecturers’ teaching
methods with their anti-corruption attitude. It may
indicate that student perceptions of lecturer teaching
methods do not have a significant relationship with the
formation of anti-corruption attitudes.
Table 7. Correlation of Perception (X1 ) dan Attitude
(Y)
Perception
Attitude
Pearson Correlation
1
.031
Sig. (2-tailed)
.785
N
80
80
Pearson Correlation
.031
1
Sig. (2-tailed)
.785
N
80
80
In dealing with the gender category, the p-value
of female students’ perceptions and their attitudes was
0.792 while the p-value of male students' perceptions
and their anti-corruption attitudes was 0.767. Both are
bigger than 0.05 so the perception of the teaching
method of ACC from both genders cannot significantly
predict the attitudes of male or female students towards
anti-corruption actions.
Table 9. Correlation between Final Score (X2) and
Attitude (Y)
Final
Score_X2
Attitude_Y
Final
Score_X2
Pearson Correlation
1
.003
Sig. (2-tailed)
.982
N
80
80
Attitude_Y
Pearson Correlation
.003
1
Sig. (2-tailed)
.982
N
80
80
Table 9 shows that the learning outcomes of the
ACC and anti-corruption attitudes are not significantly
related. The consultation r number is 0.982 above the r-
table number which is 0.05. If the r obtained is higher
than r-table (r-obtained> r-table), it means that the two
variables do not have a significant relationship. This also
answers that the hypothesis is rejected. It shows that
there is no significant relationship between students'
perceptions of lecturer teaching methods and the final
score of the student towards anti-corruption attitudes.
This shows that the final score obtained by
students in the ACC is not directly proportional to the
developing of an anti-corruption attitude. The goal of
teaching itself must lead to developing anti-corruption
character or attitudes. The building of the anti-
corruption attitude itself should have been developed
and become part of the assessment of the lecturers who
are influential in the course. Assessments conducted by
lecturers must cover the cognitive, affective and
psychomotor aspects of students. Anti-corruption
attitude is the embodiment of knowledge that results in
an attitude in a person. The results of learning itself
include knowledge, skills and attitudes that enable
someone to do something. Changes in behaviour or
attitudes should be listed in the learning objectives, and
become a reference in designing student evaluation
methods, especially in the ACC. Changing to be good
behaviour or attitudes should be outlined in the learning
objectives, and be a reference in designing student
evaluation methods, especially in the ACC.
Although there is no significant relationship
between the three variables, related to the questions in
this study, researchers still analyse how much the
contribution of students' perception variables to their
anti-corruption attitude and how much the contribution
of student learning outcomes variables to their anti-
corruption attitude. In this case, a regression analysis
was employed.
Table 10. Summary of Contribution Statistic
N
o
Independent
Variable
Dependent
Variable
R
R2
P
1
Perception of
Teaching Method
(total)
Anti-
corruption
Attitude
.031
.001
.785
2
Perception of
Female Students
.043
.002
.792
3
Perception of
Male Students
.048
.002
.767
4
Final Score of
ACC (total)
.008
.000
.982
Based on Table 10, R2 (0.001) means that the
contribution of students' perceptions of lecturer teaching
methods in ACC to anti-corruption attitudes is only 1%.
When classified by gender (both for female students and
male students), R2 (0.002) can be concluded that the
perception of the ACC towards the attitudes of both
sexes gives an effect of 2%. Besides, R2 (0,000)
indicates that the final score or the learning outcomes in
the ACC predict 0% of their anti-corruption attitudes.

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It means that the ideal learning goals are out of
expected. The ACC is a special course that requires
lecturers not only to make an assessment limited to
knowledge (cognition) but also accomplish with moral
values of anti-corruption such as discipline, honesty,
caring, independence and so on by providing the case is
faced directly with everyday life. Thus, the assessment
must be emphasised more with the consistency of
upholding the student's anti-corruption attitude.
The findings also showed that in essence gender
gave almost the same contribution of 1 to 0% towards
anti-corruption attitudes, and considered the difference
to be insignificant. Furthermore, this figure implies that
both the average scores of male and female students
alike do not provide anything against their anti-
corruption attitude. This is also in line with the results of
other studies, that the potential for committing acts of
corruption is the same between the sexes of men and
women. This findings is slightly different when women
working in public, they were less likely to tolerate
corruption and less likely to become involved in
corruption compare to men (Swamy, Knack, Lee, &
Azfar, 2001).
The implementation of ACC as a compulsory
subject for all students who have not been matched by
the preparation of teaching resources who have expertise
in the course certainly makes the teaching methods of
each lecturer also diverse. This creativity is not only an
enrichment for the teaching of ACC but also a trial and
error for students, and a worse impact can make ACC
not on target. The best score in the SYA faculty for
students' perception variables about the teaching
methods of lecturers could be one of that creativity.
The ACC is a new course, so there was not
sufficient proof about the effectiveness of teaching
methods that can be applied, as well as the level of
teaching effectiveness. Besides, as the attitude formation
course, it is not only lecturers who are required to
deliver the material, but also institutions must encourage
climate for students to stand for anti-corruption, starting
from the closest environment of the faculty and so on to
the institute level. Institution needs to have
responsibility and policy to create dynamic cognitive,
activity-related, collaborative and integrative approaches
in order to achieve the goal of teaching ACC
(Zamaletdinov, Yudina, Lavrentyeva, Savva, &
Pugacheva, 2016). Introducing activities and habituation
that promote anti-corruption were also considered
effective in lower education level (Komalasari &
Saripudin, 2015).
Corruption is a phenomenon that can be found in
everyday life. The previous studies related to the
effectiveness of lecturers’ teaching methods show that
the anti-corruption teaching method with a case model
was sufficient to help them in raising collective
awareness about the effects of corrupt behaviour.
Therefore, lecturers must be able to bring students to
connect with problems of corrupt behaviour in the
reality, such as monitoring the realisation of government
policies, analysis of acts of corruption, schemes for
improving existing systems in the bureaucracy, and so
forth. There was no significant relationship between
students' perceptions of lecturers’ teaching methods in
the ACC, their learning outcomes in this course, and
their anti-corruption attitude. Based on the interpretation
of the data, this could be due to several factors, such as
lack of relevance of the teaching material, lack of
variety of methods used, lack of mastery on supporting
materials, or even the lack of learning media used. The
lecturers 'lack of experience in teaching methods as
expected in this ACC, made students' perceptions of
lecturer teaching methods still need to be improved.
In this correlation analysis also showed that there
was no significant relationship between students'
perceptions of lecturer teaching methods and learning
outcomes on this course, and their anti-corruption
attitude. Based on the interpretation of the data, this
could be due to several things, such as the lack of
relevance of the content of the material presented
regarding acts of corruption at present, the lack of
variety of methods used by lecturers in teaching, the
lack of mastery of lecturers on material and supporting
materials, or even the lack of learning media used. The
lecturers 'lack of experience in teaching methods as
expected in this ACC, makes students' perceptions of
lecturer teaching methods still need to be improved.
The results of the correlation of the three
variables altogether indicated no relationship between
students' perceptions of lecturer teaching methods, final
score and the student's anti-corruption attitude. This
means that overall that the three variables were not
interconnected. In other words, the contribution score of
each variable shows there was no interrelation between
one variable with the other two variables. In other
words, the lecturer teaching methods (X1), the used of
material in the ACC was not oriented to develop anti-
corruption attitude (Y). It reflected the weaknesses of
the teaching methods employed. Besides, the
assessments of learning outcomes in the ACC (X2) also
did not relevant to build anti-corruption attitudes. The
teaching methods may only be limited to the area of
cognition.
Table 7 shows the relationship between students’
perception toward teaching methods and the anti-
corruption attitude of students. The P-value of these
perceptions and their attitude is 0.785, which is smaller
than the r-table. r-obtained <r-table, p-value> 0.05 so

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IJER, 5 (1), 2020, 49-58
56
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that 0.785> 0.05. If the table value is bigger than 0.05, it
implies that there was no significant correlation between
the perception of students about the lecturers’ teaching
methods with their anti-corruption attitude. It may
indicate that student perceptions of lecturer teaching
methods do not have a significant relationship with the
formation of anti-corruption attitudes.
Table 7. Correlation of Perception (X1 ) dan Attitude
(Y)
Perception
Attitude
Pearson Correlation
1
.031
Sig. (2-tailed)
.785
N
80
80
Pearson Correlation
.031
1
Sig. (2-tailed)
.785
N
80
80
In dealing with the gender category, the p-value
of female students’ perceptions and their attitudes was
0.792 while the p-value of male students' perceptions
and their anti-corruption attitudes was 0.767. Both are
bigger than 0.05 so the perception of the teaching
method of ACC from both genders cannot significantly
predict the attitudes of male or female students towards
anti-corruption actions.
Table 9. Correlation between Final Score (X2) and
Attitude (Y)
Final
Score_X2
Attitude_Y
Final
Score_X2
Pearson Correlation
1
.003
Sig. (2-tailed)
.982
N
80
80
Attitude_Y
Pearson Correlation
.003
1
Sig. (2-tailed)
.982
N
80
80
Table 9 shows that the learning outcomes of the
ACC and anti-corruption attitudes are not significantly
related. The consultation r number is 0.982 above the r-
table number which is 0.05. If the r obtained is higher
than r-table (r-obtained> r-table), it means that the two
variables do not have a significant relationship. This also
answers that the hypothesis is rejected. It shows that
there is no significant relationship between students'
perceptions of lecturer teaching methods and the final
score of the student towards anti-corruption attitudes.
This shows that the final score obtained by
students in the ACC is not directly proportional to the
developing of an anti-corruption attitude. The goal of
teaching itself must lead to developing anti-corruption
character or attitudes. The building of the anti-
corruption attitude itself should have been developed
and become part of the assessment of the lecturers who
are influential in the course. Assessments conducted by
lecturers must cover the cognitive, affective and
psychomotor aspects of students. Anti-corruption
attitude is the embodiment of knowledge that results in
an attitude in a person. The results of learning itself
include knowledge, skills and attitudes that enable
someone to do something. Changes in behaviour or
attitudes should be listed in the learning objectives, and
become a reference in designing student evaluation
methods, especially in the ACC. Changing to be good
behaviour or attitudes should be outlined in the learning
objectives, and be a reference in designing student
evaluation methods, especially in the ACC.
Although there is no significant relationship
between the three variables, related to the questions in
this study, researchers still analyse how much the
contribution of students' perception variables to their
anti-corruption attitude and how much the contribution
of student learning outcomes variables to their anti-
corruption attitude. In this case, a regression analysis
was employed.
Table 10. Summary of Contribution Statistic
N
o
Independent
Variable
Dependent
Variable
R
R2
P
1
Perception of
Teaching Method
(total)
Anti-
corruption
Attitude
.031
.001
.785
2
Perception of
Female Students
.043
.002
.792
3
Perception of
Male Students
.048
.002
.767
4
Final Score of
ACC (total)
.008
.000
.982
Based on Table 10, R2 (0.001) means that the
contribution of students' perceptions of lecturer teaching
methods in ACC to anti-corruption attitudes is only 1%.
When classified by gender (both for female students and
male students), R2 (0.002) can be concluded that the
perception of the ACC towards the attitudes of both
sexes gives an effect of 2%. Besides, R2 (0,000)
indicates that the final score or the learning outcomes in
the ACC predict 0% of their anti-corruption attitudes.
It means that the ideal learning goals are out of
expected. The ACC is a special course that requires
lecturers not only to make an assessment limited to

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IJER, 5 (1), 2020, 49-58
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knowledge (cognition) but also accomplish with moral
values of anti-corruption such as discipline, honesty,
caring, independence and so on by providing the case is
faced directly with everyday life. Thus, the assessment
must be emphasised more with the consistency of
upholding the student's anti-corruption attitude.
The findings also showed that in essence gender
gave almost the same contribution of 1 to 0% towards
anti-corruption attitudes, and considered the difference
to be insignificant. Furthermore, this figure implies that
both the average scores of male and female students
alike do not provide anything against their anti-
corruption attitude. This is also in line with the results of
other studies, that the potential for committing acts of
corruption is the same between the sexes of men and
women. This findings is slightly different when women
working in public, they were less likely to tolerate
corruption and less likely to become involved in
corruption compare to men (Swamy, Knack, Lee, &
Azfar, 2001).
The implementation of ACC as a compulsory
subject for all students who have not been matched by
the preparation of teaching resources who have expertise
in the course certainly makes the teaching methods of
each lecturer also diverse. This creativity is not only an
enrichment for the teaching of ACC but also a trial and
error for students, and a worse impact can make ACC
not on target. The best score in the SYA faculty for
students' perception variables about the teaching
methods of lecturers could be one of that creativity.
The ACC is a new course, so there was not
sufficient proof about the effectiveness of teaching
methods that can be applied, as well as the level of
teaching effectiveness. Besides, as the attitude formation
course, it is not only lecturers who are required to
deliver the material, but also institutions must encourage
climate for students to stand for anti-corruption, starting
from the closest environment of the faculty and so on to
the institute level. Institution needs to have
responsibility and policy to create dynamic cognitive,
activity-related, collaborative and integrative approaches
in order to achieve the goal of teaching ACC
(Zamaletdinov, Yudina, Lavrentyeva, Savva, &
Pugacheva, 2016). Introducing activities and habituation
that promote anti-corruption were also considered
effective in lower education level (Komalasari &
Saripudin, 2015).
Corruption is a phenomenon that can be found in
everyday life. The previous studies related to the
effectiveness of lecturers’ teaching methods show that
the anti-corruption teaching method with a case model
was sufficient to help them in raising collective
awareness about the effects of corrupt behaviour.
Therefore, lecturers must be able to bring students to
connect with problems of corrupt behaviour in the
reality, such as monitoring the realisation of government
policies, analysis of acts of corruption, schemes for
improving existing systems in the bureaucracy, and so
forth. There was no significant relationship between
students' perceptions of lecturers’ teaching methods in
the ACC, their learning outcomes in this course, and
their anti-corruption attitude. Based on the interpretation
of the data, this could be due to several factors, such as
lack of relevance of the teaching material, lack of
variety of methods used, lack of mastery on supporting
materials, or even the lack of learning media used. The
lecturers 'lack of experience in teaching methods as
expected in this ACC, made students' perceptions of
lecturer teaching methods still need to be improved.
In this correlation analysis also showed that there
was no significant relationship between students'
perceptions of lecturer teaching methods and learning
outcomes on this course, and their anti-corruption
attitude. Based on the interpretation of the data, this
could be due to several things, such as the lack of
relevance of the content of the material presented
regarding acts of corruption at present, the lack of
variety of methods used by lecturers in teaching, the
lack of mastery of lecturers on material and supporting
materials, or even the lack of learning media used. The
lecturers 'lack of experience in teaching methods as
expected in this ACC, makes students' perceptions of
lecturer teaching methods still need to be improved.
The results of the correlation of the three
variables altogether indicated no relationship between
students' perceptions of lecturer teaching methods, final
score and the student's anti-corruption attitude. This
means that overall that the three variables were not
interconnected. In other words, the contribution score of
each variable shows there was no interrelation between
one variable with the other two variables. In other
words, the lecturer teaching methods (X1), the used of
material in the ACC was not oriented to develop anti-
corruption attitude (Y). It reflected the weaknesses of
the teaching methods employed. Besides, the
assessments of learning outcomes in the ACC (X2) also
did not relevant to build anti-corruption attitudes. The
teaching methods may only be limited to the area of
cognition.
4. Conclusion
This study assesses the correlation of teaching
methods, teaching outcomes, and students' attitudes of
ACC at higher education expecting contributes to the
evaluation of the past teaching. It might shed a light to a
new implementation of ACC in the future. This project
is necessary for policymakers considering the ACC will
be obligatorily employed at higher education. The future
ACC should encourage the students to build their anti-

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IJER, 5 (1), 2020, 49-58
58
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corruption attitude or characters with the improvement
of teaching methods. Teaching staff who is charged for
this course should also be trained and supplied with
enough modules to meet the expectations. Moreover, it
requires a commitment from the policymakers to
regularly monitor and evaluate the teaching methods of
lectures to meet the teaching's demand and objectives.
5. Acknowledgments
This study was made possible by funding support
from the UIN STS Jambi within the scheme of
competitive research. The researchers would like to
thank the Rector of UIN STS Jambi, who gave us the
opportunity to conduct the research. We also owed to
many students who engaged as respondents in this
research.
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