Anti-corruption education in Indonesian secondary schools: a systematic literature review of civic education learning strategies

Abstract

This systematic review aims to identify and classify Civic Education learning strategies in instilling anti-corruption values in Indonesian secondary schools, as well as assess their contribution to improving students' knowledge, attitudes, and behavior. This study uses the Systematic Literature Review method based on the PRISMA guide. Literature searches were conducted in the Scopus, ERIC, Scilit, Google Scholar, and GARUDA databases with related keywords. Of the 103 initial articles, 9 articles that met the inclusion criteria were analyzed thematically. Four main effective learning strategy approaches were found: (1) Participatory and Democratic Approaches (such as Problem-Based Learning and democratic methods); (2) Integration of Values in the Civic Education Curriculum; (3) Development of R&D-Based Learning Models; and (4) Creation of a Positive Learning Environment with teacher role models. These strategies contributed significantly to improving three learning domains: (a) students' understanding of anti-corruption cases and legal instruments increased, with one of them achieving a score of 85%; (b) the development of self-confidence, honesty, responsibility, integrity, and anti-corruption attitudes; (c) increased collaboration skills, problem-solving skills, and most importantly, the intention to report corruption. These findings strengthen the empirical basis that anti-corruption education requires an interactive, contextual, and integrated approach, going beyond mere conceptual teaching. The role of teachers as role models and the creation of a positive learning environment has proven crucial for the internalization of values. It is recommended that curriculum development and teacher training programs for anti-corruption education focus on the application of participatory strategies (such as PBL), in-depth integration of values, and strengthening the role of teachers as facilitators and models of integrity behavior to shape a generation of integrity.