Analisis Nilai-nilai Anti Korupsi pada Buku Teks Utama Siswa Mata Pelajaran Pendidikan Pancasila Kelas IV SD

Oki Suprianto, Faisal Sadam Muron, Jennyta Caturiasari

Abstract


Instilling anti-corruption values from an early stage of formal education constitutes a critical foundation for developing a nation with strong integrity. While these values have been extensively explored in theoretical discourse, there remains a notable gap in the contextual analysis of their integration within student textbooks, particularly within the framework of the Merdeka Curriculum. This study aims to examine the representation of anti-corruption values embedded in the Grade IV Pancasila Education textbook used in elementary schools. Employing a qualitative approach with a content analysis method, the study draws upon primary data derived from the designated textbook. The research instrument consists of an analysis sheet constructed based on the indicators of nine core anti-corruption values as formulated by the Indonesian Corruption Eradication Commission (KPK), supported by content analysis guidelines and expert validation. The analytical process includes stages of text identification, value-based coding, and contextual interpretation. Findings reveal that the textbook incorporates all nine anti-corruption values, namely honesty, care, independence, discipline, responsibility, hard work, simplicity, courage, and fairness, with the values of care and discipline appearing most frequently. These results suggest that the textbook has significant potential as a medium for value internalisation. However, the role of teachers remains crucial in facilitating students’ comprehension and embodiment of these values through reflective and contextual learning strategies. The study recommends further enhancement of curriculum design and the development of more diverse and innovative instructional media to support value-based education.

Keywords


Anti-Corruption Values; Civic Education; Merdeka Curriculum; Textbooks

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References


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DOI: https://doi.org/10.17509/didaktika.v5i2.85337

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