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Al-Ishlah: Jurnal Pendidikan
Vol.16, 4 (December, 2024), pp. 5457-5472
ISSN: 2087-9490 EISSN: 2597-940X, DOI: 10.35445/alishlah.v16i4.5644
http://journal.staihubbulwathan.id/index.php/alishlah
Integrity Character Education in Indonesia: Systematic Literature
Review and Bibliometric Analysis
Umar1, Mahdi Hamzah2, Rahmatullah3, Siar Ni’mah4
1 Universitas Islam Ahmad Dahlan Sinjai, Sinjai, Indonesia; oemar.tech.iaim@gmail.com
2 Universitas Islam Ahmad Dahlan Sinjai, Sinjai, Indonesia; mahdihamzahmadany@gmail.com
Pengawas Dinas Pendidikan Kabupaten Sinjai
3 Universitas Islam Ahmad Dahlan Sinjai, Sinjai, Indonesia; rahmatbugis1983@gmail.com
4 Universitas Islam Ahmad Dahlan Sinjai, Sinjai, Indonesia; siar.nimah@gmail.com
ARTICLE INFO
ABSTRACT
Keywords:
Strengthening Character
Integrity;
Integrity;
Policy for Strengthening
National Character in
Indonesia
Character education has been a national priority in Indonesia since 2017,
with a focus on fostering integrity. Despite its significance, integrity
development in character education remains underexplored in research
and pedagogy, especially concerning millennial students and educators.
This study used a Systematic Literature Review (SLR) with Bibliometric
analysis following the PRISMA model. A total of 42 articles published
between 2017 and 2023 were analyzed to identify research trends,
methodologies, and findings in character education within Indonesian
schools. The findings reveal that character education research has
diversified into topics such as education, learning strategies, psychology,
and social empiricism. However, notable gaps exist in addressing
integrity-related themes, including state and national integrity, piety, and
millennial challenges. Methodologically, most studies employed
qualitative or quantitative approaches, with limited use of mixed
methods, highlighting an area for methodological innovation in future
research. The identified trends and gaps underscore the importance of
addressing integrity as a central theme in character education. Mixed-
method approaches could offer nuanced insights into this complex issue.
Additionally, research emphasizing millennial educators and the
interplay of piety and national identity would provide valuable
contributions. This study offers a comprehensive overview of character
education research in Indonesia, emphasizing the need for future studies
to adopt mixed-method approaches and focus on integrity development.
These findings have important implications for educational policy and
pedagogy, shaping efforts to strengthen national character through
education.
Article history:
Received 2024-07-08
Revised 2024-10-29
Accepted 2024-12-26
This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Umar
Universitas Islam Ahmad Dahlan Sinjai; oemar.tech.iaim@gmail.com
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Umar et al. / Integrity Character Education in Indonesia: Systematic Literature Review and Bibliometric Analysis
1. INTRODUCTION
Character education in Indonesia faces challenges from both national issues and evolving global
dynamics, necessitating a comparative study to evaluate the state of national character education. This
study primarily aims to explore the development of integrity-based character education in Indonesia over
the past decade. The growing importance of cultivating individuals with strong character aligns closely
with the overarching goals of 21st-century education. In Indonesia, character education is recognized as
a critical component of national development efforts.
The national movement to strengthen character education is a strategic response to address the
shifting values of younger generations. The Strengthening Character Education Program (PPPK), as
outlined in Presidential Regulation No. 87 of 2017, emphasizes the integration of character education
across multiple dimensions of learning, including school culture, family involvement, and community
engagement. Establishing a robust character education ecosystem requires a collaborative approach,
engaging schools, institutions, non-governmental organizations (NGOs), community groups, and
community-based environments (Firdaos, 2017).
Educational institutions in Indonesia are not only used by educators and students to build
knowledge, but also as an effort to build values in the learning process. Such as character formation in
non-formal educational institutions such as Homeschooling (Saputro, 2017), forming student characters
with independence, skill and morality Islamic boarding schools is a starting point to realize the nation’s
golden generation (Manshuruddin et al., 2019), also in family as the beginning of the growth and
development of a child's character through the upbringing of his parents (Priyanto, 2018). All of this must
lead to the goal of national education, which is the development of the potential of students.
Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018
concerns to strengthen the Character Education classified into eighteen character values and then
crystallizes into five main values (religious, nationalist, independent, mutual cooperation and integrity)
(Kementerian Pendidikan Nasional, 2010). These five values have become the main pillars and important
goals of character education in Indonesia over the past decade. This is intended to foster superior
character for the Indonesian’s generation in achieving the golden generation in 2045. The value of
integrity is one of the important goals in the national character education policy in Indonesia.
Integrity character education seeks to build holistic values and principles. The Ministry of Education
and Culture program on integrity character education in 2015 has not actually received serious attention
because it still includes honesty education in the National Examination and has not been developed on
the integrity of learning services (Suyanto, 2015). In fact, this obligation is for all educational units to
implement comprehensively. Research (Fatyhah et al., 2022) concludes that it is important to strengthen
the character of integrity for the successors of Indonesia because they will determine the fate and future
direction of the nation's life. The importance of strengthening integrity character cannot be ignored,
because integrity values are basic values that a person must have.
Research indicates that integrity-based character education is implemented across various
educational levels and contexts in Indonesia. At the elementary level, it is integrated into community-
based education units (Retnasari & Sumaryati, 2022; Probosiwi, 2023), school literacy movements in
SD/MI (Izzah, 2020; Ulya & Zulfatun, 2021; Fitriatul et al., 2021; Ismartin et al., 2023), and honesty
programs such as using honesty canteens (Auliyairrahmah et al., 2021; Pramujiyanti et al., 2020; Perdana,
2021).
In secondary education, integrity character education focuses on moral leadership in Islamic
boarding schools for MTs and MA students (Hidayat & Janan, 2023; Umar et al., 2021), the role of
Christian teachers in shaping junior high school students’ character (Wowor et al., 2022; Badruzzaman,
2019), vocational learning at agricultural vocational schools (Pramono, 2015), and integrity-based learning
through Pancasila and Citizenship education (Sukmawati, 2019; Yulianda et al., 2023).
At the tertiary level, integrity education is promoted through anti-corruption education programs
(Indrajaya et al., 2021; Sintia, 2023; Sihombing, 2018; Sukadari et al., 2018), daily activity books for
elementary school students (Nur Waskito & Suyitno, 2020), and literary works such as those by Tere Liye
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(Arviki et al., 2023). Recent innovations include guides for developing integrity-based character education
through traditional games for children aged ten (Kadek & Nugrahanta, 2023; Lesmana & Nugrahanta,
2023). These findings demonstrate that integrity character education is a key component of Indonesia's
national character strengthening movement, encompassing diverse approaches ranging from school-
based learning to community and culturally grounded education models.
The topic of integrity is crutial to be investigated, considering that since the implementation of the
integrity character education policy, the results have not been widely felt. Even increasing deviant
behavior, indiscipline, and divided personalities can cause widespread national disintegration and
threaten national values. For example, the ICW (Indonesian Corruption Watch) report from 2018 to 2022,
corruption in Indonesia has increased and is increasingly worrying because it occurs in almost all
government sectors (executive, legislative, and judiciary), the types are bribery, extortion, gratification,
etc. (Anandiyah & Easter, 2023). The fact that moral decadence is directed at school-age children is
thought to be related to learning that is not yet optimal and functional in forming character values
(Muthoifin & Jinan, 2015). Such gaps can have an impact on low-integrity behavior (Umar et al., 2021). If
there is no attention, it can become a serious problem to build a civilized society (Sharma, 2015).
The empirical problem of integrity is a moral problem felt by many parties globally because it
concerns moral and character education. The call for integrity character education in Indonesia is not
much different from other countries, such as moral integrity education from an early age, similarly in
Jordan (Betawi, 2020), this is tested for employees at the Taiwanese Ministry of Defense (Hsiao, 2021),
because it provides high performance for Islamic education teachers in Malaysia (Baharom et al., 2014).
Cultivating academic integrity in millennial generation learning ( Bradfield & McAllister, 2022; Daeng et
al, 2019; Ramdani & Prakoso, 2019). Integrity values are also used in the mind training approach in Tibet
to improve leadership integrity (Schuyler, 2010). Strengthening integrity in Indonesia is also carried out
through the development of leadership cadres based on Islamic Boarding Schools (Umar et al., 2021). The
study highlights the value of integrity as the main foundation for improving character, in other words,
integrity is the goal of character education (Webber, 2022). Meanwhile, integrity education in Indonesia
is not being developed much.
This study aims to identify emerging research trends, methods, and findings in the field of integrity
character education in Indonesian schools. Researchers examine and understand each of these RQs. The
theoretical significance of this study is to provide conceptual contributions to the development of integrity
character education in educational institutions. Trends, methods, and study findings can be a reference
for research development so that they can impact the design and agenda of further research. Practically,
the findings can be used as a framework for developing models, strategies, and character learning
methods that are in line with the socio-cultural conditions of the Indonesian nation.
The formulation of the problem related to integrity character education in Indonesia in this study
are; RQ1: What are the current research topics on integrity character education in Indonesia?, RQ2: What
research methods have been used in studies on integrity character education in Indonesia?, RQ3: What
new findings have emerged in recent studies on integrity character education in Indonesia?
2. METHODS
This study uses a Systematic Literature Review (SLR) method with the PRISMA (Preferred Reporting
Items for Systematic Review and Meta-Analysis) model to review various literature on integrity character
education in Indonesia. The PRISMA model is useful because it can help researchers prepare a systematic
literature review (SLR) (Selçuk, 2019). This model consists of four important and systematic stages in the
flow of this model, they are; identification, screening, eligibility and determination (Albeha et al., 2020),
as for literature articles sourced digitally (Zarate et al., 2022). The flow diagram is depicted as in Figure 1
below.
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Figure 1. PRISMA Flowchart
The scope of this study is limited in terms of article selection and database use. Researchers
determine the quality of selected articles published between 2017 and 2023 by considering the policy of
strengthening integrity character in Indonesian educational institutions starting in 2017. This limitation
is also intended to maintain the relevance and contemporary nature of the study topic. Meanwhile, the
database is limited for ease of access to obtain article topics. Articles were collected from indexed
databases using Harzing Publish or Pherish (PoP) software for screening, categorizing and removing
duplicate articles and ensuring articles met the inclusion criteria.
The article criteria were determined using KI (Inclusion Criteria) and Exclusion Criteria as a review
guide as shown in Table 1. Researchers limit the articles by setting inclusion and exclusion criteria. The
researcher did not include the types of opinions, book chapters, reports, theses or dissertations because
they are generally published in journals and proceedings.
Table 1. Inclusion and exclusion criteria
Criteria
Inclusion
Exclusion
Time range (year of
publication)
2017 - 2023
The articles that other than 2017-2023
issues
Indexed
Google Scholar, Crossref,
Dimension, Scopus
The articles are not indexed by Google
Scholar, Crossref, Dimension and Scopus.
Language
Articles in Indonesian and English
The articles languages that other than
Indonesian and English.
Research Literatures
In the database (Google Scholar, Dimension, Crossref, Scopus)
Keywords: character education, integrity, implementation, school in Indonesia
Scientific articles not published in 2017-2023, journals/proceedings
in Indonesian and English (KI.1 and KI.2)
Removal of articles that do not match the scope,
source of the article, quality of substance, and indexed
Removal of articles that do not match the quality and
substance as many as 425
Selected (n=653)
Not selected (n=1589) Does not meet the
inclusion criteria of KI.1 and KI.2
Selected (n=467)
Not selected (n=186) (does not meet the inclusion
criteria of KI.3, KI.4, KI.5 and KI.6)
Articles worthy of review
(n= 42)
Stage 1
Stage 2
Stage 3
Stage 4
Search results for all articles (n=2242)
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Umar et al. / Integrity Character Education in Indonesia: Systematic Literature Review and Bibliometric Analysis
Article type
Journal (articles and proceedings)
The literature is other than journal articles
and proceedings.
Scope of article
Integrity character education,
integrity character, character
strengthening program policies in
Indonesia
The articles do not show the scope of
integrity character education, integrity
character, character strengthening program
policies in Indonesia.
Quality or substance
Clarity of topics and problems,*
clarity of methods,** clarity of
results *** and research
contributions****
The articles do not meet the clarity of
topics and issues, methods, results and
contributions.
* Clarity of topic and problem: Very clear (3), Fairly clear (2), Not clear (1)
** Clarity of research methods: Very clear (3), Fairly clear (2), Not clear (1)
*** Clarity of research results: Very valid (3), Fairly valid (2), Not very valid (1)
**** Research contribution: high (3), medium (2), (low) 1
The results of the evaluation of the quality and substance of the articles are applied consistently to
all selected articles. The author ensures that evaluation process is carried out in detail to obtain high
clarity and contribution, a score of 3 (very clear) and 2 (quite clear) as the information needed, while
the excluded articles get a score of 1 (less clear).
Literature analysis is done in four steps: (1). Identifying selected keywords according to the topic.
Indonesian keywords use stand-alone search terms, which are searched for, they are “implementation
of character value education”, “strengthening integrity”, “integrity character”, “policy for
strengthening character education in Indonesia”. While the search for keywords in English uses
Boolean operators to obtain optimal results, for example the combination of the keywords “character
integrity in Indonesia OR strengthening integrity”, “Integrity character AND Policy for strengthening
the character of integrity in Indonesia”. (2). Filtering article according to eligibility criteria (KI.1, KI.2,
KI.3, KI.4 & KI.5). (3). Eligibility, researchers read articles comprehensively to determine whether the
article meets the eligibility criteria (KI.6). (4). Determine the classification of the list of articles based on
related results and meeting the criteria, then use Mendeley software as recommended by (Reis et al.,
2022), to facilitate the management of articles to be reviewed.
To enrich the findings of the Systematic Literature Review (SLR), researchers conducted
bibliometric analysis to reveal trends and topics in the literature. The number of emerging publications
and areas of research are rarely noticed, thus helping researchers focus on providing in-depth context.
In this analysis. Researchers use VOSViewer software to view and identify the development of existing
research study topics and examine certain topics that may be developed (Akhavan et al., 2016; Zhang
et al., 2016). This analysis is also related to the number of publication results, novelty and usefulness
for further research.
3. FINDINGS AND DISCUSSION
3.1 Literature Review
Theoretically, the term “character” according to the Language Center of the Ministry of National
Education is innate, heart, soul, personality, character, behavior, personality, nature, nature,
temperament, disposition (Zubaedi, 2015). Character is a habit owned by an individual which is
produced from ethical choices, behavior and superior moral attitudes that are shown to people in the
form of actions (Yaumi, 2016). Therefore, character can be taught through an educational process that
is planned.
Character education is an essential part of schools/madrasahs task. The grand design of the
Ministry of National Education in 2010 on the individual character formation is to optimize human
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potential in an interrelated learning process in the form of heart training, thought training, sports and
kinesthetics, and feelings and intentions. Character education is rooted in the affective domain related
to the development of attitudes, emotions, values and feelings. According to Hasan, there are five goals
of character education; developing the potential of the heart or conscience, developing behavioral
habits according values and cultural, instilling leadership and responsibility, developing the ability to
become independent, creative and nationally aware people, developing a safe, honest, creative, friendly
school environment. Therefore, its main function is to form and develop potential of individuals
(Zubaedi, 2015), science and technology-oriented, all of which are inspired by devotion to God
Almighty based on Pancasila (Ali, 2018). Mulyasa, (2022) emphasized that character education is a
continuous process rooted in the nation’s cultural values in order to produce quality individuals in the
future.
Thomas Lickona carries the character components namely moral knowledge (moral knowing),
moral feeling, and acting morally (moral action) (Lickona, 2013). While good character consists of
knowledge of goodness (knowing the good), desire for goodness (desiring the good), and doing good
(doing the good) (Zubaedi, 2015). According to Mitchell, (2015) a person can act morally if they first
have moral knowledge and character.
Theoretically, character education in Indonesia is developed based on; (a). Aspects juridical and
philosophical, Pancasila, the 1945 Constitution and other regulations. (b). Aspects religious, and (c)
While socio-cultural aspects. The values of character education come from religious values, Pancasila
values, cultural values , and national education goals (Kementerian Pendidikan Nasional, 2010). In
general, strengthening character values uses strategies in and out of class, while the methods can be in
the form of dialogue and interaction, role models and carrying out joint practices.
Integrity is one of the main values of virtue in character education. The value of integrity and
character education have a close relationship because integrity is the main pillar in forming personality.
Etymologically, the words “integrity”, “integration” and “integral” are rooted in the Latin word
“integer” which means “whole”, “whole”, “round” and “intact” so having integrity is something that
is whole and complete, not divided and the nuance of its integrity cannot be removed (Endro, 2017).
The concept of integrity is still multi-interpretable and debated. Likewise, integrity in the state,
government and organization (Huberts, 2018), integrity in leadership and decision-making (Gea, 2014;
Karthikeyan 2017), Human Resources integrity includes moral integrity, professional integrity, and
personal integrity (Noelliste, 2013). Included in education are integrity and academic honesty
(Suprapto et al., 2024).
If integrity is associated with individuals then it has moral connotations, Huberts (2018), interpret
integrity as a sign of honesty, integrity is the quality of action and it is relevant to values, morals and
rules. Furthermore, emphasized that integrity is more than just honest, thorough, and principled
(Zahari et al., 2021). Gea, (2014), describes self-integrity as other peoples’ assessment of us based on
what they see and experience. According to Prawani, (2013), integrity is a guide that directs behavior
to be better so that it reflects a person’s personality and character. The character of integrity is in line
with the exemplary values of the Prophet Muhammad SAW, namely Shiddiq (honest), Amanah
(trustworthy), Tabligh (transparent), and Fathonah (intelligent) (Koesoema, 2012), all of which must be
manifested in the lives of the nation’s generations.
3.2 Article Search Results
Based on the search for the number of articles in the database sourced from Google Scholar,
Crossref, Dimensions and Scopus, 42 articles were selected and met the criteria as shown in table 2
below:
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Table 2. Database and number of articles meeting the criteria
No
Source/Data Base
Number of
Articles
KI.1
KI.2
KI.3
KI.4
KI.5
Article Meets
Criteria
1
Google Scholar
500
500
500
412
319
30
30
2
Crossref
979
979
979
127
89
8
8
3
Dimensions
663
663
663
102
47
3
3
4
Scopus
100
100
100
12
12
1
1
Total
2242
653
467
42
42
The search results on integrity character education did not find any published articles in 2017,
while in 2018, there were 3 published articles, in 2019, 7 published articles, in 2020, 4 published articles,
in 2021, 7 published articles, in 2022, 11 published articles, and in 2023, 10 published articles. The search
results showed that there were no articles published in 2017 on integrity character education in
Indonesia. While in 2018, 2019, 2020 and 2021 there was quite significant attention from researchers in
this field, both in the form of policy evaluation studies, implementation at early, elementary and
secondary levels and in non-formal educational institutions. Meanwhile, a significant trend occurred
in the last two years, namely 2022 and 2023, reaching 10 and 11 published articles, which means that
the implications of strengthening integrity character are increasingly needed during the national
character strengthening policy.
3.3 Current research topics on integrity character education in Indonesia
The findings of the latest research topics in integrity character education in Indonesian schools are;
(1). “Strengthening the integrity character of elementary school students” with 13 articles, (2).
“Strengthening integrity through anti-corruption education” with 5 articles, (3). The topics
“Strengthening the integrity character of the young millennial generation”, “strengthening the
character of integrity in textbooks and literature”, and “strengthening the character of integrity through
local culture” with 4 articles each, (4). “Strengthening the integrity character of middle school/senior
high school students” with 3 articles, (5). While the topics “strengthening the character of integrity in
the literacy movement”, “religious teachers in the formation of integrity”, “student integrity” with 2
articles each, (6). The topics “academic integrity”, “strengthening the character of integrity through
worship” and “educational integrity” were found in 1 article.
3.3 Research methods that have been used in the study of integrity character education in Indonesia
The research methods as seen in this research trend are divided into four types: qualitative,
quantitative, development (Research and Development) and mixed methods. The classification and
number of qualitative method use are 32 articles, the quantitative method is 7 articles, the development
method (Research and Development) is 2 articles, and the use of mixed methods (Mix Method) is found
in 1 research article.
3.4 New findings emerged in the latest study on integrity character education in Indonesia
3.4.1 Bibliometric Analysis of Keyword Co-occurrence
Further analysis using VosViewer software on keywords (keyword co-occurrence), Keyword co-
occurrence displays the results of network visualization between keywords. Figure 2 shows a number
of dominant keywords; “karakter”, “nilai”, “integrity” and “Indonesia”, when enlarged (Zoom) the
keyword “karakter” is related to “generasi muda”, “discipline”, “sederhana” and “sekolah dasar”,
“integrity”, “nationalis”, “guru” and “life” while the keyword “integritas” is related to “kegiatan
spontan”, “jujur”, “sederhana”, “disiplin”, “mandiri”, “development”, and “life”. The keyword
“sekolah” is related to “pelaksanaan”, “pembentukan”, “jujur”, “era”. The keyword “Indonesia” is
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related to other keywords, namely “sekolah dasar” and “young generation”, “development”, “model”,
“disiplin”, and “jujur”.
This study does not observe values globally, but the dominant keyword “integrity” has a
relationship with the broader field of character education. It is because empirically the development of
character education studies in Indonesia also pays attention to five main values and characters that are
not separated from each other. The relationship between these values is unique and forms a network
visualization in this finding.
Figure 2. Network visualization of Co-occurrence keyword “Integrity character education in
Indonesia”
Next, the overlay visualizes the history of old and new research related to the trending research
topic “Integrity character education in Indonesia.” The yellow visualization depicts newer research
such as “spontaneous activity”, “honest”, “nationalist”, “teacher”, “formation”, “di era”, “young”,
“life”, “mindset”, “process”, “activity”, “sederhana”, “discipline”. While the dark blue visualization
depicts older research, the relationship between these keywords shows that the various studies are
closely related. Unrelated keywords indicate similar research opportunities. The visualizations in
Figures 3 and 4 below:
Figure 3. Overlay visualization of Co-occurrence keyword “Integrity character education in
Indonesia”
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Figure 4. Zoom Overlay visualization of Co-occurrence of the keyword ”karakter”
Figure 5. Zoom Overlay visualization of Co-occurrence of the keyword “integrity”
Figure 6. Zoom Overlay visualization of Co-occurrence of keyword “nilai ”
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Figure 7. Zoom Overlay visualization of Co-occurrence of the keyword "sekolah"
Figure 8. Zoom Overlay visualization of Co-occurrence of the keyword “Indonesia"
Future research will be related to the aspect of novelty which is visualized through density
visualization, the yellow density map shows the number of keywords and problems that have been
solved, while the dark colour shows the keyword areas that are less researched. The keywords
“character”, “values”, “integrity” and “Indonesia” are the dominant keywords used. If it is enlarged
(Zoom), the potential for further research can use keywords that are less used such as “mindset”,
“model”, “educator”, “taqwa”, “young generation” and “sederhana”, “discipline”, “mandiri”,
“country”, “development” and “life”.
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Figure 9. Density visualization of Co-occurrence of the keyword “integrity character education in
Indonesia”
Discussion
The findings highlight the development of integrity-based character education in Indonesia.
Efforts to cultivate integrity among elementary and secondary school students align with the 2015
government policy outlined in the National Standard School Plan, which identifies "high moral
integrity" as the primary goal for graduates (Umar et al., 2021). Integrity character is intrinsically linked
to education and personal integrity, as individuals with strong integrity exhibit high moral standards
and a well-defined self-profile.
The topics in research on integrity character education in Indonesia focus on the problems of
integrity character of elementary and secondary school students, such as honesty education, anti-
corruption education, academic integrity, integrity values in textbooks, integrity and school literacy
movements. In general, the focus is on strengthening honesty, because honesty is a dimension of
integrity and the core of character (Huberts, 2018). There are other topic trends showing the
development of integrity of the younger generation and millennials, such as local cultural integrity,
educator integrity, Pancasila integrity, and worship integrity.
The research trend has actually developed, a number of dominant keywords have distant
relationships but show research trends while certain connected keywords do not show significant
trends. The development of research trends is influenced by the national movement policy of
strengthening national character through programs in all schools. The findings in this trend show the
contribution of researchers recommending the achievement of character education results, while
insignificant trends can be an opportunity to meet research gaps.
The findings of this study indicate that the dominant published articles use qualitative methods
with case study, phenomenology and ethnography approaches because they are closely related to social
science and humanities studies, namely trying to uncover and understand the causes and effects, the
deep meaning of individuals, groups or events (Creswell, 2012). Meanwhile, quantitative research
methods, research and development (R&D), mixed methods, and systematic literature review (SLR)
can be carried out significantly.
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Practically, further research can use this type of research, as well as the use of broader theories,
topics, and databases, to pay attention to topics relevant to character education integrity. In addition to
fill the gaps of various literature to enrich new information and topics comprehensively. Expanding the
study to other fields such as integrity development, discipline integrity, integrity of the younger
generation, integrity of educators, integrity mindset, integrity of piety, integrity of life and state are
new topics in current studies. Researchers can collaborate interdisciplinary with different designs such
as quantitative experimental methods, mixed methods, and development research, even Systematic
Literature Review and Software-based Bibliometrics (Akhavan et al., 2016; Zhang et al., 2016).
This study has limitations in the keywords and databases. The selection of Indonesian and English
terms and keywords is important to consider different terms in the context of education, learning and
social life, while the database can be expanded such as the use of Web of Science and Thomson Reuters.
The challenges of research in this field are that it requires a comprehensive understanding of the
differences and perspectives on the concept of integrity in the context of diverse Indonesian local
cultures, the difficulty of measuring the abstract and objective concept of integrity, inconsistent
character implementation in schools, doubts about implementing rules and lack of public trust in
integrity values, violations of ethics in public spaces and often displayed, and neglect of principles to
maintain self-existence.
Research on integrity character education in Indonesia generally examines moral aspects, student
character, performance and profession, while integrity contains a depth of meaning covering aspects of
individual life, family, leadership, social community, community and state life, environmental relations
and even spiritual integrity. This is in line with global moral and character issues. Therefore, it needs
to be considered so the stigma about integrity is not only focused on the student aspect. There are other
elements such as teachers, parents, and community members who need to have integrity. According to
Nillsen, (2004) teachers must be involved comprehensively to develop integrity in lifelong learning.
Because teachers with integrity will be able to instill a integrity character in their students (Wowor et
al., 2022), likewise family education and parenting patterns will increase integrity (Fitriana et al., 2023).
While the Indonesian cultural context is very diverse, the study of integrity character is not so
prominent in urban or rural schools in certain local communities or cultures. One of them is the local
cultural value of Bundo Kandung which can be the basis for instilling integrity (Syaputra et al., 2019).
This is in line with the formation of a character with national integrity, strengthening of good
personality is needed through national culture (Desire & Sri Ulina, 2022).
The problem of student integrity can be more difficult in the education system in Indonesia in the
future if there is no more serious attention. Integrity character education is influenced by a conducive
ecosystem and governance including the ownership of integrity by all education actors (Nasution et
al., 2022), the importance of good planning and implementation in learning to strengthen the character
of integrity (Najib et al., 2022). It requires program formulation, socialization, implementation,
evaluation, follow-up, environmental contribution, collaboration between parties, utilization of
textbooks and involvement of other communities. (Retnasari & Sumaryati, 2022). The implementation
of the main character of integrity will have a positive impact on students and a negative impact on the
environment if not implemented properly (Annisa et al., 2023; Fahira & Ramadan, 2021). In practice,
this finding can make strengthening integrity character a priority program for educational institutions
on an ongoing basis, such as anti-corruption education, academic honesty in learning, active prevention
of plagiarism, cheating, collusion and data manipulation and gratification, considering that integrity is
the basis for realizing character.
4. CONCLUSION
Analysis of research trends from 2017 to 2023 shows that integrity character education in
Indonesia has covered various values that are very important for individuals and social communities.
Integrity development can be an interesting emerging topic for researchers. Meanwhile, the current
Al-Ishlah: Jurnal Pendidikan,Vol. 16, 4 (December 2024): 5457-5472 5469 of 5472
Umar et al. / Integrity Character Education in Indonesia: Systematic Literature Review and Bibliometric Analysis
topic trend predominantly uses qualitative methods and opens up opportunities for researchers to use
different, more varied and interdisciplinary methods. Varied methods are very important to measure,
develop and complement existing findings. Other methods will provide value for researchers in the
field in uncovering new ideas and different perspectives on integrity character education in Indonesia,
but it is important to pay attention to research challenges in this field.
The emerging findings in current studies will tend to strengthen the concept of integrity
character education a cultural approach, anti-corruption education, conducive education governance
and ecosystem, literacy culture, parenting patterns, non-academic activities, and the development of
traditional games in the national education system in Indonesia. These findings can be a reference for
implementation in various perspectives and cultures in educational institutions. Strengthening
integrity can be optimized with the participation and involvement of all elements in various
strengthening character programs, commitment to integrity needs to become a culture in various
aspects of life. In addition.
Acknowledgments: Thanks and appreciation to the parties who have contributed during this research, especially
the Ahmad Dahlan Islamic University of Sinjai which has helped with the research costs.
Conflicts of Interest: There is no conflict of interest regarding the reported research results
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