Aida Ratna Zulaiha, Riche Cynthia Johan

A Comparative Study of Indonesian and South Korean Anticorruption Education Curricula

Introduction

A comparative study of indonesian and south korean anticorruption education curricula. Compares anti-corruption education curricula in Indonesia & South Korea, examining systems, values, and pedagogical innovations to build student integrity. Finds integrated values effective.

Abstract

Anti-corruption education (ACC) has become an important part of the national education system in both Indonesia and South Korea, with the aim of building a generation with morality and integrity. This study aims to compare the PAK curriculum integrated in moral or character education in the two countries, by examining the education system, cultural background, values promoted, curriculum, learning methods, and pedagogical innovations that contribute to the integrity of students. This research uses a qualitative approach with a literature-based comparative study method, analyzing official government documents, academic journals and previous research. The analysis method refers to the Comparative Education Research Center (CERC) framework which includes education system, culture, values, curriculum and pedagogical innovation. The results show that moral education in South Korea has been a mandatory part since 1973, with the integration of anti-corruption values supported by the Anti-Corruption and Civil Rights Commission (ACRC). Meanwhile, in Indonesia, character education based on Pancasila values has been implemented since the beginning of independence and developed until the Independent Curriculum era with the support of the Corruption Eradication Commission (KPK). Both countries use a project-based approach and intersectoral collaboration in the implementation of PAK, with pedagogical innovations tailored to the local context. Integrating anti-corruption values into the education system has proven to be an effective strategy in building a generation with integrity.

Review

This study presents a timely and highly relevant comparative analysis of anti-corruption education (ACC) curricula in Indonesia and South Korea. By examining the integration of ACC within their respective national education systems, the paper addresses a critical global challenge: fostering integrity and morality in future generations. The selection of these two countries, with their distinct cultural backgrounds and experiences with corruption, offers a valuable lens through which to understand diverse approaches to ACC, making a significant contribution to comparative education and anti-corruption literature. The paper's stated aim to explore education systems, cultural backgrounds, values, curricula, learning methods, and pedagogical innovations provides a comprehensive framework for this comparison. A major strength of this research lies in its robust qualitative, literature-based comparative study methodology, explicitly referencing the Comparative Education Research Center (CERC) framework. This systematic approach, analyzing official government documents, academic journals, and prior research, lends credibility to the findings. The abstract highlights key insights, such as South Korea's long-standing mandatory moral education with ACRC support versus Indonesia's Pancasila-based character education supported by KPK, evolving through different curriculum eras. The identification of shared strategies like project-based learning and intersectoral collaboration, alongside locally tailored pedagogical innovations, demonstrates a nuanced understanding of both convergent and divergent practices. The detailed scope, encompassing cultural background and promoted values, ensures a holistic comparative perspective. While the abstract clearly articulates the study's scope and findings, the full paper would benefit from elaborating on the specific "pedagogical innovations tailored to the local context" to offer more actionable insights for policymakers and educators. Furthermore, the concluding statement that "integrating anti-corruption values into the education system has proven to be an effective strategy" is a strong claim. While the comparison suggests promising pathways for integration, the *proof of effectiveness* would ideally necessitate a more direct assessment of outcomes, perhaps through student surveys, behavioral observations, or longitudinal studies. The full discussion could acknowledge the complexities in measuring such effectiveness or articulate the specific mechanisms through which it is believed to be achieved within the educational frameworks studied. Nonetheless, this study offers a solid foundation for understanding ACC practices in two important Asian contexts.

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