The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is descriptive, that shows the steps to produce a product that is effectively used at schools; not to test theories. The research procedures of every stage of development were done through expert assessment, individual assessment, group assessment, and field assessment. The model system approach, which was done to the formative evaluation measures, was developed by Dick & Carey. The results of the development of the learning tools included syllabus, Lesson Plans, teaching materials, handbooks for lecturers, and handbooks for students. The trials included learning experts assessment, content experts assessment, learning media experts assessment, individual assessment, group assessment, and field assessment. Results of the assessment trials were used as an input to improve products development which was conducted using the t test (Paired Samples Test) to determine the effectiveness of the teaching materials. Descriptive quantitative analysis techniques were used to compare the ability of students before and after the use of teaching materials through the pretest and posttest which showed significant results, namely the difference in the value of pretest and posttest. It means anti-corruption education teaching materials are very effective implemented on students of Primary School Teacher Education. Keywords: development, teaching materials, anti-corruption education