BUDAYA HUKUM ANTI KORUPSI DI SEKOLAH : STUDI PERATURAN BUPATI PONOROGO NOMOR 41 TAHUN 2020 TENTANG IMPLEMENTASI INSERSI PENDIDIKAN ANTI KORUPSI DI SEKOLAH PERSPEKTIF MAQOSIDUS SYARI’AH

Luqman Jauhar Ahmadi, NIM.: 19103070033 (2025) BUDAYA HUKUM ANTI KORUPSI DI SEKOLAH : STUDI PERATURAN BUPATI PONOROGO NOMOR 41 TAHUN 2020 TENTANG IMPLEMENTASI INSERSI PENDIDIKAN ANTI KORUPSI DI SEKOLAH PERSPEKTIF MAQOSIDUS SYARI’AH. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study examines Ponorogo Regent Regulation Number 41 of 2020 concerning the Implementation of Anti-Corruption Education in Schools in Ponorogo Regency. The central government mandates the implementation of Anti-Corruption Education at all levels of regional education. Local governments often fall into the Implementation, Structural and Cultural Gap. They enact Anti-Corruption Education Regulations solely to address administrative obligations (MCP KPK), but without supporting technical curricula, teacher training, and field evaluation, resulting in the failure to achieve the goals of anti-corruption education. The Anti-Corruption Education Regulation (PAK) has been enacted, but the regional Education Office lacks a dedicated budget or human resources to oversee its implementation. Anti-corruption laws are not yet in accordance with the culture and values that exist in society. The purpose of this study is to explore and analyze these regulations using legal culture theory and the maqosidus sharia principles. This research is field research with an empirical sociological approach. The nature of this research is descriptive analysis. The primary data source comes from field research with informants who are teachers at elementary and junior high schools in Ponorogo Regency. The data analysis used was qualitative analysis using deductive methods. The results of this study indicate that this policy has strategic value in building an anti-corruption legal culture and students with integrity. However, in its implementation, this regulation has not been optimally implemented. Some teachers still understand anti-corruption education as a moral concept without systematic integration into the learning process. Lack of training, limited resources, and the absence of a consistent evaluation mechanism have prevented the implementation of anti-corruption education from forming a strong legal culture in schools. From the perspective of Maqāṣid al-Shari'ah (Islamic Principles of Sharia), Jasser Auda stated that philosophically, this policy aligns with Maqāṣid al-Shari'ah (Islamic Principles of Sharia) because it has good intentions. However, the policy system has not fully achieved the dimension of purposefulness (legal objectives) because it has not yet produced maximum social benefits. In addition, the dimensions of openness and interrelated hierarchy have not been running well, because coordination between educational institutions and related agencies is still partial and not integrated. To realize an anti-corruption legal culture, it is necessary to increase teacher capacity, strengthen the curriculum and evaluation instruments, collaborate with various parties, and optimize budget support and technical policies.

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