This study aims to
examine the manifestation of anti-corruption attitudes in the learning behavior
of students of the Faculty of Social and Political Sciences (Fisipol) Surabaya
State University (Unesa), using quantitative descriptive methods and the Gordon
William Allport Attitude Component Theory approach, this study focuses on four
main attitudes, namely honest, brave, caring, and responsible. The results of
the study indicate that students' understanding of anti-corruption values is still low, with
99.1% of respondents having poor understanding and only 0.3% having sufficient
understanding. From the affective variable, as many as 73.5% of students showed
a positive attitude towards anti-corruption values in learning
behavior. However, from the conative variable, only 25.4% of students actually
apply these values in their academic
behavior with the formulation of the problem how do Fisipol students understand
anti-corruption attitudes, anti-corruption attitudes in Fisipol students in
their learning behavior, the manifestation of anti-corruption attitudes of
Fisipol Unesa students in their learning behavior, this study also found that
there are gender differences in the tendency of corrupt behavior, where 88.2%
of male students are indicated to have committed corrupt acts in learning, such
as cheating and plagiarism, while only 29.4% of female students do the same.
This finding indicates that the stereotype factor that develops in society, men
are taught to be brave so that it can make men more reckless to commit corrupt
behavior. This causes inconsistency between low cognitive, on the other hand
affective attention to the rejection of corruption and high anti-corruption
actions but not accompanied by low manifestations of anti-corruption actions.
This is influenced by several factors including greed, opportunity and need.
Keywords :
Anti-corruption attitude, Learning Behavior, Fisipol Students