The insertion of anti-corruption education into Islamic education learning based on neuroscience

Suyadi Suyadi, Zalik Nuryana


Islam explicitly prohibits corruption, but Islamic education has not yet established higher education to fight corruption. The inclusion of anti-corruption education in tertiary institutions is important because of its role in promoting student integrity through education. This study aims to find an anti-corruption education model for higher Islamic education. The focus of this research was the academic group consisting of six doctoral lecturers and fourteen master-level students. Data gathered through observation and in-depth interviews to acquire detailed information that was then analyzed using a phenomenological approach. The conclusion is that Islamic higher education has taught anti-corruption education with an injection model, integrating anti-corruption teaching with a particular contextual subject. The insertion model is more effective than any other model. Anti-corruption education insertions should be carried out in all subjects as tacit moral principles, whereas anti-corruption education courses that stand-alone only raise the pressure on students. The approach to neuroscience further improved the induction paradigm, as the internalization of anti-corruption principles by Islamic religious learning became more realistic and empiric and no longer doctrinal and theological. The effect of this incorporation is the internalization of the importance of student integrity.


Anti-corruption education; Education for integrity; Islamic education; Insertion model


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