Rika Sa'diyah Rika, Evi Sofia, Ai Sutini, Kurniawan Kurniawan

EDUKASI DAN SOSIALISASI PERILAKU ANTIKORUPSI DI TAMAN BACA “PEKA” PAMULANG TANGERANG SELATAN BANTEN

Introduction

Edukasi dan sosialisasi perilaku antikorupsi di taman baca “peka” pamulang tangerang selatan banten. Edukasi dan sosialisasi antikorupsi di Taman Baca Peka Pamulang membimbing anak membentuk karakter jujur serta bertanggung jawab untuk cegah korupsi sejak dini.

Abstract

Edukasi antikorupsi merupakan langkah penting dalam membentuk karakter anak. Kegiatan ini bertujuan untuk mengenalkan konsep antikorupsi kepada anak-anak di Taman Baca Peka Pamulang Tangerang Selatan Banten, yang dilaksanakan pada tanggal 7 Oktober 2024. Melalui kegiatan sosialisasi yang interaktif, diharapkan anak-anak dapat memahami pentingnya perilaku jujur dan bertanggung jawab sebagai dasar dalam mencegah tindakan korupsi di masa depan. Metode yang digunakan mencakup pemaparan materi, diskusi interaktif, dan permainan edukatif yang menyenangkan. Hasil dari kegiatan ini menunjukkan peningkatan pemahaman anak-anak mengenai konsep antikorupsi serta kesadaran akan pentingnya nilai-nilai integritas sejak dini. Berdasarkan evaluasi kegiatan, disarankan agar program serupa dapat dilanjutkan dengan peningkatan materi yang lebih komprehensif dan berkelanjutan.

Review

This paper outlines a highly relevant and timely initiative focused on anti-corruption education and socialization among children at Taman Baca Peka Pamulang. The authors correctly identify early anti-corruption education as a crucial step in character formation, addressing a significant societal issue through proactive engagement with young learners. The stated objective to introduce anti-corruption concepts and foster an understanding of honest and responsible behavior lays a strong foundation for promoting integrity from an early age, making a valuable contribution to community development and future ethical citizenship. The methodology employed, encompassing material presentation, interactive discussions, and engaging educational games, appears well-suited for its target audience of children. This blend of pedagogical approaches likely created an environment conducive to learning complex ethical concepts in an accessible manner. The abstract reports a positive outcome, indicating "increased understanding of anti-corruption concepts and awareness of the importance of integrity values from an early age." However, to fully appreciate the impact of the intervention, the paper would benefit from a more detailed description of the specific activities and, critically, the methods used to measure this reported "increase in understanding" and "awareness," thereby providing stronger empirical evidence for the claims. Overall, this initiative represents a commendable effort in instilling crucial values within a community setting. Its strength lies in its practical application and direct engagement with children, recognizing the long-term benefits of early moral education. While the abstract offers a concise overview, the full paper should elaborate on the specific content delivered, the duration of the intervention, and a more robust evaluation framework to solidify its findings. The recommendation for program continuation with more comprehensive and sustainable material is well-justified, suggesting a potential model for broader implementation. Further research could explore the long-term impact of such interventions and compare different educational strategies to optimize effectiveness in various community contexts.

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